2014 LiveText Assessment & Collaboration Conference
Call for Proposals

July 21 - 23, 2014
Renaissance Chicago Downtown Hotel

To submit a proposal, use our online submission form.

In a landscape of rapid technological advancement and renegotiated state and federal policy, institutions of higher education are faced with increasing pressures to continuously improve quality and to prove it. We must reframe these pressures and look to our challenges as opportunities to improve student learning and better prepare our students. The 2014 Assessment & Collaboration Conference will focus on doing that with sessions emphasizing the use of technology to enhance institutional effectiveness and assessment in:

  • High Impact Practices
  • General Education
  • Majors/Programs
  • e-Portfolios
  • Faculty Development
  • Accreditation/Accountability

In addition, national leaders in assessment and accreditation will present on:

  • Assessment in General Education and Major Fields
  • Effective Assessment Methods
  • Using Data to Improve the Assessment Process
  • Institution-Wide Data Collection and Use
  • Accreditation

We invite well-developed proposals illustrating examples of ongoing assessment and the use of assessment results in meaningful ways to improve higher education. Preference will be given in the selection process to those proposals that include the use of assessment technologies that support all modes of instructional delivery (traditional, online, hybrid, MOOCs, etc.), while fulfilling the various roles of assessment in teaching, learning, and continuous quality improvement.

Track 1: Assessing General Education: Core Curriculum/General Education includes expected core knowledge and competencies for college students. This track highlights institutional and departmental approaches to assessing and providing feedback on the quality of those competencies, as well as frameworks and methods to develop a plan to assess general education over time.

Track 2: Assessing Academic Programs and Projects: Academic programs use outcome assessments to ,evaluate, and improve student learning and program quality as well as the efficacy of current assessment practices. This track will focus on success stories and lessons learned about the analysis and use of assessment data to achieve verified improvements in student learning and program quality. You’re encouraged to show how data were used to improve a program or project, and highlight how changes were made to established assessment practices.

Track 3: Developing Faculty to Assess Student Learning: Many colleges and universities encourage faculty members to assess student learning at various times and in various ways, using course-based assessment and high impact practices. This track focuses on developing classroom assessment techniques for measuring discipline-specific learning outcomes, effective design and use of assessment rubrics demonstrating validity and reliability of key assessments, and how reflection can lead to meaningful revision of practices.

Track 4: Strategic Assessment Planning and Implications for Accreditation: Professional and institutional accreditation is a priority for many universities and colleges, and can also inform strategic assessment planning. This track will feature successful professional accreditation and institutional assessment processes, how data is used to improve the assessment process and contribute to long-term changes, and the characteristics of good accountability measures.

Track 5: The Future of Higher Education: This track will focus on trends in higher education, specifically focusing on the role of common core as well as the use of co-teaching models in teacher preparation programs. Is common core the answer? How do we prepare pre-service teachers to implement and assess common core K-12 learning standards? What mechanisms can be used to deliver common core curriculum? How do we address students who enter post-secondary education without proficiency in common core? What about your teacher preparation program implementing or expanding a co-teaching model? How have you seen this model impact pre-service teachers and students in the classroom?

Evaluation of Proposals

  1. Each proposal will be reviewed by a minimum of two reviewers.
  2. Reviewers will examine and evaluate proposals in these areas:
    • Quality: Proposals should provide innovative ways to implement assessment and use the results to affect change.
    • Documentation: Proposals should demonstrate the impact of an assessment process on student learning.
    • Impact: Assessment practices can be easily adopted or adapted by other assessment practitioners for use.
    • Information: Proposals should be sound in content, and pertinent to others who implement assessment practices. They should highlight how assessment results are used for improvement.
    • Qualifications: The session leaders should have expertise in the proposed area.
  3. Preference will be given to proposals best reflecting the conference tracks.
  4. If your proposal is accepted for a presentation at the conference, presenters and co-presenters are expected to pay registration fees and will need to register via the conference website.

Submission Process

To submit a proposal, use our online submission form.

Proposal Submission Dates

All proposals are due by March 5, 2014.



Past News & Events