Put Student Work at the Center of Accountability Efforts, Authors Argue

Students would be likely to learn more in college and academic rigor would be increased, say two higher-education leaders, if faculty members and accountability advocates focused on a deceptively simple idea: Ask students to produce original work and judge them on it, not on how they perform on standardized tests or how many hours they spend in class.

This idea underlies a new paper, by Peter T. Ewell, vice president of the National Center for Higher Education Management Systems, and