Assessment Issues for Wisconsin's Extended Degrees. 1st in a Series. Overview and Focus for the Series.

Autor/in	Hogan, Thomas P.
Institution	Wisconsin Univ., Green Bay. Assessment Center.
Titel	Assessment Issues for Wisconsin's Extended Degrees. 1st in a Series. Overview and Focus for the Series.
Quelle	(1977), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Records; College Credits; College Students; Degree Requirements; Educational Assessment; Evaluation Methods; Experiential Learning; External Degree Programs; Field Experience Programs; Higher Education; Individualized Programs; Nontraditional Education; Special Degree Programs; Student Evaluation; Student Experience + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Achievement; Performance; Anrechnung; Leistung; Collegestudent; Education; assessment; Bewertungssystem; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierte Ausbildung; Non-traditional education; Alternative Erziehung; Graduiertenförderung; Schulnote; Studentische Bewertung; Studienerfahrung
Abstract	This is the introduction and summary of a series of six papers discussing major issues about student assessment for the University of Wisconsin Extended Degree Program, a program designed to give academic credit for college level learning derived from experiences outside the scope of formal classes. A distinction is made between prior learning, based on experiences that have not been planned with the faculty, and in-program learning, based on experiences that have been formally planned with and sponsored by the faculty. The definition of content must precede such experiences and must control the evaluation. Assessment procedures must be designed and performed by the faculty, but may take a wide variety of forms. They should not make requirements beyond those normally met in the traditional setting. Assessment techniques include objective or essay examinations, product assessment, job descriptions, certificates, papers, real or simulated job performance, and interviews. Assessment is not complete until it is a part of the official record; it is important to plan record keeping procedures early in the program. (Author/CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC