Part 3: The Accreditors Made Us Do It?

Autor/inn/en	Welsh, Josephine A.; Roscoe, Douglas D.
Titel	Part 3: The Accreditors Made Us Do It?
Quelle	In: Assessment Update, 35 (2023) 6, S.6-7 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.30369
Schlagwörter	Evaluation Problems; Evaluation Methods; College Students; Outcomes of Education; Educational Quality; College Faculty; Accreditation (Institutions); Standards; Governance; Evaluation Criteria; Institutional Evaluation; Student Evaluation + Suchen Sie Ihr Suchwort? Collegestudent; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Fakultät; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulnote; Studentische Bewertung
Abstract	This issue of "Assessment Update" presents a three part series on fixing assessments. In Part 1, David Eubanks advocates for a collaborative model of assessment as the field enters a fourth decade of low return on investment. In Part 2, Megan R. Good laments the opportunity cost of continuing the define-measure-improve assessment model and challenges the assessment community to level up. In this final segment of the series, Part 3, Josephine A. Welsh and Douglas D. Roscoe identify accreditation standards as the primary drivers of the define-measure-improve formula and suggest new standards that emphasize faculty discussion of student learning and large-scale research on student achievement. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01