A Meta-Evaluation of a Generic Skills Approach to Evaluating Academic Programs.

Autor/in	Peterson, Gary W.
Titel	A Meta-Evaluation of a Generic Skills Approach to Evaluating Academic Programs.
Quelle	(1982), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Case Studies; Educational Development; Educational Planning; Higher Education; Institutional Evaluation; Meta Evaluation; Models; Performance; Program Evaluation; Self Evaluation (Groups); Skill Development + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsentwicklung; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Achievement; Leistung; Programme evaluation; Programmevaluation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The Academic Program Evaluation Paradigm (APEP) is a five-stage process for participating institutions and their faculties to structure inquiry into their academic programs and develop concrete procedures to effect institutional changes. APEP was developed and implemented by 10 member institutions of the American Association of State Colleges and Universities. In the Paradigm, institution faculties define generic skill outcomes of their academic programs; select or develop student outcomes and program portrayal measures; identify desired performance standards; and make judgments about discrepancies, defined as "gaps" between the observed and desired levels of performance. Policies and procedures are then formulated to rectify high priority gaps. The generic skills of communication, analysis, synthesis, quantification and valuing are key components of the Paradigm. Analysis of the two and one-half year project included an institution which completed the Paradigm and six other institutions in which limitations in the implementation of the final stage made results uncertain. Limitations of the Paradigm in its potential goal as a guide for program evaluation include the time factor in completion of all stages, whether population samples are adequate, and the validity of measures of skills. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC