ABSTRACT
This chapter focuses primarily on rubric-based assessment and on formative assessment, in addition to mentioning roughly eight specific instruments that the contributors faculty colleagues have found to support student-centered, process-based learning. It demonstrates, rubric-based assessment can help educators more easily interweave core institutional or disciplinary desired outcomes with education abroad. Most outcomes studies tell the reader only the degree to which a group has changed as a result of a particular program. In short, intra-institutional advocacy is an additional reason to, as recommended before, use multiple instruments and multiple approaches when assessing learning outcomes. Better learning is an outcome that is owed by all members of a college or university to its students and to the communities to which they belong and will come to lead. Assessment, which is critical to better learning, is too important to be cloistered in an education abroad office or an institutional research office.
