Introducing Assessment: Strategic Adaptations and Early Successes

Autor/in	Allen, Jo
Titel	Introducing Assessment: Strategic Adaptations and Early Successes
Quelle	In: Assessment Update, 19 (2007) 2, S.5-6 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.192
Schlagwörter	Stellungnahme; Position Papers; Higher Education; Accountability; Outcomes of Education; General Education; Strategic Planning + Suchen Sie Ihr Suchwort? Positionspapier; Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Lernleistung; Schulerfolg; Allgemein bildendes Schulwesen; Allgemeinbildung; Strategy; Planning; Strategie; Planung
Abstract	In this article, the author discusses how educators can set the context of assessment conversations by looking at "well-lighted sites" for valuable, though certainly introductory, explorations that can set the stage for the more probing and more complex assessment work to come. The author suggests that in initial assessment conversations, it may be advantageous to address institutional areas that raise fewer turf issues and less personal or professional defensiveness than would be the case if one were to start with individual course and program reviews. Here, the author briefly identifies a few of these institutional sites and explores how their context and characteristics might contribute to a culture of assessment and accountability. (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10