A study of sustainable assessment theory in higher education tutorials

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions. Keywords: sustainable assessmenttutorialtutorial learning outcomesliberal artscase studies Acknowledgements We acknowledge the generous support of The Teagle Foundation and Provost David Burrows for a Lawrence University award supporting the research project. Notes ANotes: Baseline and final student means significantly different at p < 0.05. BBaseline faculty and student means significantly different at p < 0.05.