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Autor/inMarchese, Theodore J.
InstitutionAmerican Association for Higher Education, Washington, DC.
TitelAssessment Update. Third Down, Ten Years to Go.
QuelleIn: AAHE Bulletin, 40 (1987) 4, S.3-8 (7 Seiten)Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
SchlagwörterEducational Assessment; Educational Policy; Educational Quality; Evaluation; Higher Education; Institutional Evaluation; Outcomes of Education; Role of Education; State Programs; Student Development
AbstractKey aspects of assessment's rise as an issue are reported, and several lines of inquiry labeled assessment (and their assumptions) are examined. Concepts of assessment originated decades ago, but until recently people in higher education hearing the word did not view it as they do today. The early 1980s saw the argument that traditional gauges of quality (an institution's resources or reputational ranking) were of less value than a look at its contributions to the student learning. In 1985-86, this view of quality gained currency within the academy and among state policymakers. Colleges were being asked about their contribution to student learning and how they assure it. State interest in postsecondary assessment grew, and in 1987, the tone of state-level discourse about assessment turned more aggressive because there was a sense that colleges were dragging their feet. Nonetheless, a majority of states have not yet mandated anything, although most state leaders remain open to argument. Approaches to assessment are discussed with a focus on the following six assessment traditions: the assessment center; assessment as learning; assessment as program monitoring; assessing student learning and growth; assessment as standardized testing; and the senior examiner. The underlying assumptions in assessment across these six traditions are an eye on performance, a matter of method, and the improvement of performance. (SM)
AnmerkungenAmerican Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036 ($3.00).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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