Literaturnachweis - Detailanzeige
| Autor/in | Cress, Christine |
|---|---|
| Institution | ERIC Clearinghouse for Community Colleges, Los Angeles, CA. |
| Titel | Assessment and Testing: Measuring Up to Expectations. ERIC Digest. |
| Quelle | (1996), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accountability; College Outcomes Assessment; College Planning; Community Colleges; Educational Cooperation; Educational Quality; Institutional Evaluation; Measures (Individuals); Needs Assessment; Program Evaluation; School Effectiveness; Self Evaluation (Groups); Two Year Colleges |
| Abstract | As a result of increasing pressure from external constituencies, community colleges have been called upon to demonstrate accountability through assessment activities and research on institutional effectiveness based on student outcomes. Since community colleges include transient student populations, students with a wide range of ability and academic goals, and large numbers of adjunct faculty, assessment should focus on the improvement of campus instructional and support programs to increase student success, rather than on national comparisons. In addition, it is critical that colleges determine who will assess the information collected and how it relates to student learning and instruction. Available assessment techniques and methods include competency-based models, self-reports, third-party reports, focus groups, in-depth interviews, participant observations, case studies, exit surveys, and alumni surveys. Assessment activities should take into consideration the needs of culturally, ethnically, religiously, and linguistically diverse students. Although offering extrinsic rewards encourages participation in assessment activities, assessment only becomes an integral part of the institution when this focus is clearly stated in the mission of the college and emphasized as a part of ensuring student success. Faculty resistance and lack of resources are often barriers to assessment processes. Finally, rather than searching for a single indicator to demonstrate success, institutions should value the use of different benchmarks as evidence of institutional effectiveness. (TGI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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