80 K-12 Dary Erwin (1991) UCLA Alexander Astin Peter Ewell Ewell (Ewell, 1983, p.2)

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1 7 Jilian Kinzie Haward Bowen (Bowen 1980, 1996) 25 IR 1980 (NCHEMS) Peter Ewell 149

2 80 K-12 Dary Erwin (1991) UCLA Alexander Astin Peter Ewell Ewell (Ewell, 1983, p.2)

3 1995 Campus Trends Elain El-Khawas

4 NSSE(the National Survey of Student Engagement) 1990 NSSE 1999 NSSE Mental Measurements Yearbook Tests in Print UCLA (HERI) CIRP (the Cooperative Institutional Research Program) 152

5 SAT ACT ASQ (the Admitted Student Questionnaire) the ASQ Plus HERI CSS CIRP CSXQ (the College Student Expectations Questionnaire) CSXQ 1970 C CSEQ (the College Student Experiences Questionnaire) CSXQ CSEQ BCSSE (the Beginning College Student Survey of Student Engagement) NSSE BCSSE BCSSE BCSSE California Test of Critical Thinking Defining Issues Test the National Chemistry Exam HERI CSS CSEQ CSS CSEQ CSEQ HERI Policy Center on the First Year of College YFCY (Your First College Year) CIRP 153

Survey of Student Engagement) NSSE BCSSE BCSSE BCSSE 15 5 3 5 2 California Test of Critical Thinking Defining Issues Test the

6 15 Noel-Levitz SSI (Student Satisfaction Inventory) Noel-Levitz 1990 NSSE (the National Survey of Student Engagement) NSSE NSSE NSSE NSSE ACT CAAP (the Collegiate Assessment of Academic Proficiency) ETS (the Educating Testing Service) the Academic Profile ETS 14 ACT ETS ACT CAAP GPA RAND the Council for the Aid to Education CLA (the Collegiate Learning Assessment) RAND NCHEMS (the National Center for Higher Education Management Systems) CAAS (the Comprehensive Alumni Assessment Survey) 154

7 HERI Faculty Survey NSSE FSSE (the Faculty Survey of Student Engagement ) FSSE NSSE NSSE US News and World Report rankings The Pew Charitable Trusts the Pew Trust 2003 NSSE NSSE 155

8 Chickering Gamson NSSE NSSE HERI CIRP CSEQ NSSE 156

9 NSSE NSSE NSSE NSSE NSSE 20 NSSE 5 C A IT 157

10 NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE NSSE 6 IT NSSE NSSE CELT (The Center for Excellence in Learning and Teaching) CELT 5 NSSE 158

11 Research Institute for Studies in Education NSSE President s Council meeting NSSE the Office of the President NSSE FD NSSE NSSE institutional research

12 AIR (the Association for Institutional Research) Fred Volkwein Vokwein (1999) Vokwein IPEDS (the Integrated Postsecondary DataSet) 160

13 Volkwein NSSE NSSE NSSE 161

14 NSSE NSSE NSSE NSSE American Democracy Project NSSE NSSE NESSE NSSE 162

15 2001 Astin, A.W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: American Council on Educatino/Macmillan. Bowen, H.R. (a980/1996). What determines the costs of higher education? In D. W. Breneman, D. W. Leslie & R.E. Anderson (Eds.), ASHE Reader on Finace in Higher Education (pp ). Needham Heights, MA: Simon & Schuster. Carini, R. M., Hayek, J.C., Kuh, G.D., Kennedy, J.M., & Ouimet, J.A. (2003). College Student Respnses to Web and Paper Surveys: Does Mode Matter? Research in Higher Education, 44(1), Chickering, A.W. & Gamson, Z.F. (1987). The seven principles of good practice in education. AAHE Bulletin, 39(7), 3-7. Dillman, D.A. (2000). Mail and Internet surveys: The tailored design method. New York: Wiley. Education Commission of the States. (1995). Making quality count in undergraduate education. Denver, CO: Education Commission of the States. 163

Needham Heights, MA: Simon & Schuster. Carini, R. M., Hayek, J.C., Kuh, G.D., Kennedy, J.M., & Ouimet, J.A. (2003). College Student Respnses to Web and Paper Surveys: Does Mode Matter?

16 Erwin, T.D. (1991). Assessing student learning and development. San Francisco: Jossey Bass. Ewell, P.T., & Jones, D.P. (1993). Actions matter: The case for indirect measures in assessing higher education s progress on the National Education Goals. Journal of General Education, 42, Ewell, P.T., & Jones, D.P. (1996). Indicators of good practice in undergraduate education: A handbook for development and implementation. Boulder, CO: National Center for Higher Education Management Systems. Ewell, P.T., & Ries, P. (2000). Assessing Student Learning Outcomes: A Supplement to Measuring Up San Jose, Calif.: National Center for Public Policy in Higher Education. Kuh, G.D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17, 66. Kuh, G.D. (2003). What We re Learning About Student Engagement from NSSE. Change, 35(2), Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Kuh, G.D., Pace, C.R., & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education, 38, Pace, C.R. (1984). Measuring the quality of college student experiences. Los Angeles: University of California, Center for the Study of Evaluation. Pace, C.R. (1985). The credibility of student self-reports. Los Angeles: University of California, The Center for the Study of Evaluation, Graduate School of Education. Pascarella, E. & Terenzini, P.T. (2005). How college affects students, second edition. San Francisco: Jossey-Bass. Volkwein, J.F. (1999). The four faces of institutional research. In J.F. Volkwein (Ed.), What is institutional research all about? A critical and comprehensive assessment of the profession (pp.9-19). San Francisco: Jossey-Bass. Abstract The Expanding Role of College Student Surveys and Institutional Research (IR) in U.S. Higher Education Jillian Kinzie, PhD Since the 1980s, U.S. colleges and universities have been under increased pressure to demonstrate accountability and assessment for student learning and educational effectiveness. A proliferation of national surveys of institutional quality has emerged in response to these demands. Many colleges and universities employ surveys of student experiences and self-reports of their learning and personal development to gain insight into the quality of the undergraduate experience. Since 2000, the National Survey of Student Engagement (NSSE) composed of about 70 items that assess the extent to which students devote time and energy to educationally purposeful activities has been widely used by about 1000 different four-year institutions to provide process indicators, or measures of the overall quality of the student experience. Such surveys have become one of the most common activities in institutional research. Offices of institutional research developed in many U.S. colleges and universities as early as the mid 1950s to respond to calls for public accountability for institutions functions and performance. Although institutional research activities continue to expand, the role generally encompasses research conducted within an institution of higher education in order to provide information to support planning, policy formation, and decision making. Today, institutional researchers play a vital role in accounting for results to inform campus planning and institutional improvement initiatives and demonstrate effectiveness 164

Indicators of good practice in undergraduate education: A handbook for development and implementation. Boulder, CO: National Center for Higher Education Management Systems. Ewell, P.T., & Ries, P.

17 165

183 学生の情緒的側面の充実と教育成果 CSS JCSS はじめに IR IR IR JCSS 学生の教育評価の意味 PISA

40 2008 2009 3 181 198 学生の情緒的側面の充実と教育成果 CSS JCSS 183 学生の情緒的側面の充実と教育成果 CSS JCSS はじめに 2008 3 IR IR IR JCSS 学生の教育評価の意味 PISA 184 40 Banta, ed., 2004, pp.4-5 1931 84 21% 9.5% 30.8% 1984 90 90 41 Pascarella