Literaturnachweis - Detailanzeige
| Autor/in | Ewell, Peter T. |
|---|---|
| Institution | Arizona Board of Regents, Phoenix. |
| Titel | Undergraduate Assessment Efforts in Arizona's Universities: A Status Report to the Task Force on Excellence, Efficiency and Competitiveness. |
| Quelle | (1988), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Competition; Educational Assessment; Educational Quality; Efficiency; Excellence in Education; Higher Education; Institutional Evaluation; Public Colleges; State Universities; Undergraduate Study; Arizona |
| Abstract | The results of visits by the National Center for Higher Education Management Systems to Arizona's three public universities to observe the status of institutional effort to assess the quality of undergraduate education are presented as a working paper in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness. Observations are discussed on the basis of the following: administrative support, leadership, and commitment; institutional assessment programs; organization of assessment; and implementation status and prognosis. Some of the broad recommendations for consideration by the Task Force are: current decennial review processes required by the board should include a more explicit outcomes component; requests for additional funding through decision packages should be explicitly supported; the decennial review cycle should include a comprehensive review of undergraduate education; institutional assessment plans should clearly identify the means by which students are initially tested for basic skills at appropriate levels to engage in college level work; and the information function at the institutional and board level needs attention. Though campus-based efforts to assess the effectiveness of Arizona's undergraduate education are proceeding adequately, they can only be successful in the long run if they have continuing, sincere support from top administration and faculty, and if the results are taken seriously by the board. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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