A Speculative View of the Needs in Educational Measurement in Higher Education in the 1980s.

Autor/in	Ahmann, J. Stanley
Titel	A Speculative View of the Needs in Educational Measurement in Higher Education in the 1980s.
Quelle	(1979), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Achievement Tests; College Bound Students; Communication Problems; Criterion Referenced Tests; Educational Assessment; Educational Needs; Educational Testing; Evaluation Needs; Futures (of Society); Higher Education; Measurement Objectives; Needs Assessment; Norm Referenced Tests; Occupational Tests; Program Evaluation; Teacher Effectiveness; Test Interpretation; Test Results; Undergraduate Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kommunikationsbarriere; Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Berufseignungsprüfung; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Test analysis; Testauswertung; Grundstudium
Abstract	The focus of educational measurement in higher education in the 1980's is discussed: (1) better evaluation of student achievement; (2) improved communication of measurement results to various audiences; (3) evaluation of undergraduate educational programs; and (4) systematic assessment of the educational needs of college-bound students. In addition to the continued use of norm referenced tests, it is suggested that additional criterion referenced tests be developed, and that instructional goals and related subject matter be more closely defined. It is also recommended that item banks composed of thousands of test items be developed. Narrative reporting of test results is suggested as a means of improving the communication gap between test developers and faculty, students, and parents. Areas of evaluation of undergraduate programs are discussed: achievement measures of specific programs; occupational competency of students in professional programs, using written, oral, and performance tests; and evaluation of teaching effectiveness, rather than of teacher performance, partially based on student levels of achievement. To assess the needs of college-bound students, it is suggested that they be profiled as a distinct group, in a program similar to the National Assessment of Educational Progress. (MH) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01