The Meaning and Measurement of Quality in the Undergraduate Experience.

Autor/in	Kuh, George D.
Titel	The Meaning and Measurement of Quality in the Undergraduate Experience.
Quelle	(1982), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; College Role; Educational Assessment; Educational Benefits; Educational Objectives; Educational Quality; Evaluation Criteria; Higher Education; Institutional Characteristics; Outcomes of Education; Program Effectiveness; Student Attitudes; Student Characteristics; Student Development; Student Evaluation; Student Participation; Undergraduate Study + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsertrag; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Schülerverhalten; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Grundstudium
Abstract	In an examination of the meaning and measurement of quality in the undergraduate experience, quality is compared with the conceptually similar but distinct concepts of adequacy and excellence. Most of the conceptual frameworks available for assessing quality are essentially unidimensional assessment strategies that rely almost exclusively on quantitative indicators such as student ability or library resources. The most popular multidimensional approach to assessing quality is the input-environment-output model. A redefinition of Stufflebeam's et al. planning and evaluation model includes: context, input, involvement, and outcome. Using these categories, the opinion and empirical research related to quality were reviewed to assess indices of quality. Quantitative quality assessment usually focuses on institutional factors about which objective, standardized measures are available or can be collected, and produce data that (1) can be used for both intra- and interinstitutional comparisons; (2) are amenable to computer-assisted analytic procedures; and (3) are compatible with the psychometric paradigm. For qualitative quality assessments, manifestations such as students' reports of satisfaction with various aspects of the institution or observations of students' involvement in the classroom or other activities are primary data sources. Holistic quality assessments are concerned with: the purpose of the target programs, information about involvement and outcomes of college attendance, an action-orientation, multiple forms of data-gathering, a public and educative function, and a value orientation. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC