A Triangulation Approach to the Validation of the COMP for Outcomes Evaluation.

Autor/inn/en	McLean, James E.; und weitere
Titel	A Triangulation Approach to the Validation of the COMP for Outcomes Evaluation.
Quelle	(1989), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Curriculum; College Faculty; Core Curriculum; Curriculum Evaluation; Educational Assessment; Educational Objectives; Evaluation Methods; General Education; Higher Education; Outcomes of Education; Program Evaluation; Test Validity + Suchen Sie Ihr Suchwort? Fakultät; Kerncurriculum; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Testvalidität
Abstract	The process being used by the University of Montevallo (Alabama) to evaluate the outcomes of its general education program is presented. Emphasis is on the triangulation procedure used to evaluate the validity of the outcome measure selected--the College Outcomes Measures Project (COMP) Test of the American College Testing Program (1984). The University had implemented a common core curriculum in 1985 that included a set of goals for the general education program. The evaluation method required the faculty to determine the relationships between the core goals and the knowledge measured by the COMP Test, between the goals and core courses, and between the knowledge measured by the COMP Test and core courses. The triangulation of these three components provided insight into the validity of the COMP for evaluation. As longitudinal data on student progress toward the goals accumulate and relatively weak areas are established, the developed matrix can be used to identify how courses address goals. Validity is demonstrated when the test, goals, and core courses overlap; a lack of overlap of any two components will suggest problems. The process has proved non-threatening to faculty and has stimulated discussion about ways of assessing outcomes. One figure is included. Four appendices provide the goals, the evaluation model, a table of relationships between core goals and the curriculum, and a sample curriculum validation worksheet, respectively. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC