The promises of learning analytics: Scaling up direct evidence

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After visiting the #CHEP2016 conference this week in Blacksburg, VA and taking in the materials for week 4 of a 5-week course on Assessment of College Student Learning I’ve been struck by how central assessment has become in higher education. Assessment has become so central that it seems to occlude the assumed or purported purpose of higher education to foster, guide, and enhance learning. Hutchings, Kinzie, and Kuh (2015) refer to this as a compliance model of assessment. Students and institutions alike are negatively impacted […]