English programs like mine face a particular challenge: implementing a manageable assessment process in an institutional context featuring scarce resources, staff reductions, and heavy teaching loads. We believe our portfolio-based process enables us to assess our program’s effectiveness without reducing our students’ performance to a set of abstract, statistical data.
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John M. Ulrich; English Program Assessment and the Institutional Context. Pedagogy 1 January 2013; 13 (1): 3–7. doi: https://doi.org/10.1215/15314200-1814152
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