Literaturnachweis - Detailanzeige
| Autor/inn/en | Pope, Andrea M.; Finney, Sara J.; Bare, Aaren K. |
|---|---|
| Titel | The Essential Role of Program Theory: Fostering Theory-Driven Practice and High-Quality Outcomes Assessment in Student Affairs |
| Quelle | In: Research & Practice in Assessment, 14 (2019), S.5-17 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2161-4210 |
| Schlagwörter | Program Effectiveness; Student Personnel Workers; Program Improvement; Outcomes of Education; Theory Practice Relationship; Academic Achievement; Program Development; Barriers; Program Evaluation; Articulation (Education); College Students |
| Abstract | Despite persistent calls by professional organizations and leaders in the field for theory-based programs, it is often difficult for student affairs professionals to articulate why and how their programs should work (i.e., program theory). This lack of program theory influences professionals' ability to use assessment results for program improvement. We, therefore, address two barriers to the articulation of program theory: knowledge of relevant theory and the ability to apply theory to practice. For the latter, we provide a four-step process to assist professionals in developing theory-based programs and assessing their effectiveness. To increase efficiency in assessment practice, we recommend program theory be well-articulated before outcomes assessment data are collected. Importantly, the articulation of program theory should facilitate the realization of the ultimate goal of outcomes assessment: learning improvement. (As Provided). |
| Anmerkungen | Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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