Assessing Impact: Evidence and Action. Presentations from the AAHE Conference on Assessment & Quality (Miami Beach, Florida, June 11-15, 1997).

Autor/inn/en	Chaffee, Ellen Earle; Ewell, Peter T.; Gelman, Sherril B.; Kuh, George; Marchese, Theodore J.; Miller, Margaret A.; Wiggins, Grant
Institution	American Association for Higher Education, Washington, DC.
Titel	Assessing Impact: Evidence and Action. Presentations from the AAHE Conference on Assessment & Quality (Miami Beach, Florida, June 11-15, 1997).
Quelle	(1997), (93 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-56377-026-1
Schlagwörter	Tagungsbericht; Accountability; Accreditation (Institutions); Degrees (Academic); Educational Assessment; Educational Environment; Educational Psychology; Educational Trends; Experiential Learning; Feedback; Goal Orientation; Higher Education; Learning Processes; Program Evaluation; Relevance (Education); School Community Relationship; Student Evaluation + Suchen Sie Ihr Suchwort? Verantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; assessment; Bewertungssystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erziehungspsychologie; Pädagogische Psychologie; Bildungsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Programme evaluation; Programmevaluation; Relevance; Relevanz; Schulnote; Studentische Bewertung
Abstract	This collection of seven major presentations at a 1997 conference on assessment and quality in higher education includes three plenary presentations and four introductions to program strands. In "Accountability and Assessment in a Second Decade: New Looks or Same Old Story?" Peter T. Ewell stresses the importance of defining the academic integrity of the degree, identifying core processes related to the degree, and focusing on each institution's own quality assurance and improvement processes. Margaret Miller, in "Looking for Results: The Second Decade," urges more attention to tracking students' deep learning, understanding the effects of powerful pedagogies on students and teachers, addressing public questions and concerns, establishing standards, and examining the effects of technology on assessment and vice versa. In "Feedback: How Learning Occurs," Grant Wiggins differentiates between evaluation and feedback, seen as the most necessary component of assessment. Next, Ellen Earle Chaffee, in "Listening to the People You Serve," shows how campus environments based on feedback and assessment are flexible and serve both student and societal needs. Sherril Gelmon, in "Intentional Improvement: The Deliberate Linkage of Assessment and Accreditation," reconceptualizes accreditation based on assessment as an opportunity to improve. George Kuh, in "Working Together To Enhance Student Learning Inside and Outside the Classroom," urges tighter connections between the curriculum and students' out-of-class experiences. The last paper, "The New Conversations about Learning" by Theodore J. Marchese, links the latest findings about how people learn to the design and assessment of experiences that prompt "deep learning." (Some papers contain references.) (DB)
Anmerkungen	American Association of Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; phone:202-293-6440; fax: 202-293-0073 ($10 members, $12 nonmembers, plus $4 shipping/handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01