Program Evaluation of General Education Learning Outcomes Assessment

Autor/in	Eisnaugle, Eva N.
Titel	Program Evaluation of General Education Learning Outcomes Assessment
Quelle	(2018), (97 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-6672-5
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; General Education; Outcomes of Education; Higher Education; Educational Assessment; Scoring Rubrics; Educational Indicators; College Students; Student Evaluation; Intervention; Educational Improvement; Alignment (Education); Assignments + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Allgemein bildendes Schulwesen; Allgemeinbildung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Scoring formulas; Auswertungsbogen; Educational indicato; Bildungsindikator; Collegestudent; Schulnote; Studentische Bewertung; Teaching improvement; Unterrichtsentwicklung; Assignment; Auftrag; Zuweisung
Abstract	Learning outcomes within the context of assessing general education competencies have gained increasing attention within higher education. Accrediting bodies have increased standards for the assessment of general education competencies, employers continue to indicate graduates from higher education institutions are not prepared for success in the workplace, and political organizations continue to demand for more transparency and accountability. This study examined the challenges higher institutions face when assessing general education learning outcomes using a rubric-based approach. The purpose of the study was to determine if the results of assessment at one college produced actionable results. The analysis of quantitative data indicate results of some of the rubric criteria were correlated to later indicators of student success and could be used to provide intervention to students as well as to inform decisions at the college that would help boost student performance. The qualitative data suggested areas in which improvements could be made that could further enhance the reliability of results by ensuring alignment of assignments used for assessment to the rubric instrument. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01