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An e-mail comment from one reviewer: “In reviewing about 100-some-odd accreditation reports in the last few months, it has been useful in our work here at Washington State University to distinguish ‘stuff’ from evidence. We have adopted an understanding that evidence is material or data that has been analyzed and that can be used, as dictionary definitions state, as ‘proof.’ A student gathers ‘stuff’ in the ePortfolio, selects, reflects, etc., and presents evidence that makes a case (or not)… The use of this distinction has been indispensable here. An embarrassing amount of academic assessment work culminates in the presentation of ‘stuff’ that has not been analyzed--student evaluations, grades, pass rates, retention, etc. After reading these ‘self studies,’ we ask the stumping question--fine, but what have you learned? Much of the ‘evidence’ we review has been presented without thought or with the general assumption that it is somehow self-evident… But too often that kind of evidence has not focused on an issue or problem or question. It is evidence that provides proof of nothing.

Lori Whisenant knows that one way to improve the writing skills of undergraduates is to make them write more. But as each student in her course in business law and ethics at the University of Houston began to crank out—often awkwardly—nearly 5,000 words a semester, it became clear to her that what would really help them was consistent, detailed feedback.

She outsourced assignment grading to a company whose employees are mostly in Asia.

The graders working for EduMetry, based in a Virginia suburb of Washington, are concentrated in India, Singapore, and Malaysia, along with some in the United States and elsewhere. They do their work online and communicate with professors via e-mail.

Employers are looking for candidates who can navigate, critically evaluate, and make sense of the wealth of information available through digital media—and now educators have a new way to determine a student’s baseline digital literacy with a certification exam that measures the test-taker’s ability to assess information, think critically, and perform a range of real-world tasks.

iCritical Thinking Certification, created by the Educational Testing Service and Certiport, reveals whether or not a person is able to combine technical skills with experiences and knowledge.

Monica Brooks, Marshall University’s assistant vice president for Information Technology: Online Learning and Libraries, said her school plans to use iCritical Thinking beginning in the fall.

National and state agencies have renewed accreditation for WSU's College of Education, which earned praise as “a standout institution.” The ratings came after voluntary reviews by the National Council for Accreditation of Teacher Education (NCATE) and Washington State’s Professional Educator Standards Board (PESB). Both accreditation teams, which work cooperatively, visited WSU last spring.

accredited institutions must: * Carefully assess this knowledge and skill to determine that candidates may graduate. * Have partnerships with schools that enable candidates to develop the skills necessary to help students learn. * Prepare candidates to understand and work with diverse student populations. * Have faculty who model effective teaching practices. * Have the resources, including information technology resources, necessary to prepare candidates to meet new standards.