Validating Assessment Techniques in an Outcome-Centered Liberal Arts Curriculum: Valuing and Communications Generic Instruments. Final Report, Research Report Number One.

Autor/inn/en	Friedman, Miriam; und weitere
Institution	Alverno Coll., Milwaukee, WI.
Titel	Validating Assessment Techniques in an Outcome-Centered Liberal Arts Curriculum: Valuing and Communications Generic Instruments. Final Report, Research Report Number One.
Quelle	(1980), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Curriculum; College Students; Communication Skills; Competence; Competency Based Education; Evaluation Methods; Higher Education; Language Skills; Liberal Arts; Moral Values; Outcomes of Education; Research Methodology; Student Evaluation; Test Validity; Value Judgment + Suchen Sie Ihr Suchwort? Collegestudent; Kommunikationsstil; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Moral value; Ethischer Wert; Lernleistung; Schulerfolg; Research method; Forschungsmethode; Schulnote; Studentische Bewertung; Testvalidität; Werturteil
Abstract	The methodology for validating assessment techniques in a performance-based liberal arts curriculum was studied at Alverno College. Two generic instruments for assessing the competencies of "communications" and "valuing" were employed. A generic instrument is defined as one that assesses a competence level across content areas instead of using a large variety of instruments. The assessment system at the college requires students to demonstrate incremental gains while progressing through six sequential levels in each competency area. Twenty students were assessed with the generic communications instrument after 2 years of college; another 20 were assessed upon college entrance. Attention was focused on abilities in speaking, writing, listening, and reading, as well as self-assessments of performance in each mode. Eleven students were assessed with the generic valuing instrument after 2 years of college, while 20 were assessed upon college entrance. Value and moral judgments and decision-making were evaluated using written, oral, and group decision-making modes. Attention was focused on the validity of the assessment technique, along with the validity of the definition of competence. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC