Core Curriculum Assessment Program: A Case Study.

Autor/inn/en	Jonas, Peter M.; Weimer, Don
Titel	Core Curriculum Assessment Program: A Case Study.
Quelle	(1995), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Acceleration (Education); Administrator Education; Bachelors Degrees; Business Administration Education; College Outcomes Assessment; College Students; Curriculum Evaluation; Dropouts; Educational Attainment; Evening Programs; Higher Education; Masters Degrees; Program Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Acceleration; Beschleunigung; 'Bachelor''s degrees'; Bachelor-Studiengang; Collegestudent; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Evening studies; Evening class; Abendstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper reviews the development of a curriculum assessment plan by the Business and Management Division of Cardinal Stritch College in Milwaukee, Wisconsin, and reports the results of a study to determine the effectiveness of the plan. The division, which delivers accelerated instruction in evening courses, used the comprehensive outcomes assessment program (COAP) and the core curriculum assessment program (CCAP) to evaluate the division's programs and student achievement. The division used the COAP and CCAP measures to compare the pre- and post-test scores of 78 students who have completed the Bachelor of Science in Business Management program and 41 students who have completed the Master of Science in Management program. It also used the measures to assess the pre-test scores of 67 students who did not complete these programs. The study found that students who completed the Bachelor's or Master's programs exhibited a significant increase in business management skills. It also found that students who did not complete the Bachelor's program had significantly higher pre-test scores than students who received their degree, while students who did not complete the Master's program had lower pre-test scores than those who did. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC