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Coles Interrogating, Disrupting, and Reframing College Student Learning Outcomes at Bayshore Shopping Centre in Ottawa, ON
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This book positions learning as the observable, verifiable demonstration of skills and competencies acquired through instruction, shifting the focus from grade-point averages and standardized tests to direct evidence of college student performance. Beginning with an examination of how higher education has prioritized certification over demonstrable learning, this text offers practical frameworks for designing instruction, assessments, and outcomes that emphasize demonstrable competence over abstract metrics. Key topics include learning theories, AI challenges, ethical data practices, funding incentives, and performance-based accreditation. Vignettes showcase real-world application across diverse institutional settings, weaving together perspectives from faculty, administrators, and students for a rich, comprehensive view of these practices in action. This book is written for faculty, assessment leaders, administrators, accreditors, and policymakers who want claims about learning to be clear, verifiable, and publicly defensible.
This book positions learning as the observable, verifiable demonstration of skills and competencies acquired through instruction, shifting the focus from grade-point averages and standardized tests to direct evidence of college student performance. Beginning with an examination of how higher education has prioritized certification over demonstrable learning, this text offers practical frameworks for designing instruction, assessments, and outcomes that emphasize demonstrable competence over abstract metrics. Key topics include learning theories, AI challenges, ethical data practices, funding incentives, and performance-based accreditation. Vignettes showcase real-world application across diverse institutional settings, weaving together perspectives from faculty, administrators, and students for a rich, comprehensive view of these practices in action. This book is written for faculty, assessment leaders, administrators, accreditors, and policymakers who want claims about learning to be clear, verifiable, and publicly defensible.
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