Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 30, Issue 5, September-October 2018

Sonst. Personen	Hundley, Stephen P. (Hrsg.)
Titel	Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 30, Issue 5, September-October 2018
Quelle	In: Assessment Update, 30 (2018) 5, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
Schlagwörter	College Faculty; Teacher Participation; Program Evaluation; Institutional Evaluation; Graduate Students; Electronic Learning; Student Evaluation; Information Literacy; College Students; Faculty Development; Scoring Rubrics; Responses; Academic Records; Institutional Cooperation; Illinois; Indiana + Suchen Sie Ihr Suchwort? Fakultät; Programme evaluation; Programmevaluation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Informationskompetenz; Collegestudent; Scoring formulas; Auswertungsbogen; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Institute; Co-operation; Cooperation; Institut; Kooperation
Abstract	This issue of "Assessment Update" presents the following articles: (1) Promoting Faculty Engagement in Assessment: Relatively Simple Ideas (Elizabeth E. Smith and Sarah R. Gordon); (2) Comparing Trends in Graduate Assessment: Face to Face vs. Online Learning (Lesley Page and Mike Cherry); (3) Assessing Information Literacy on a Regional Campus (Yan He, Paul Cook, Polly Boruff-Jones, and Chris Darr); (4) Assessment Institute Insights (Krista Hoffmann-Longtin, Ryan Merckle, and Megan M. Palmer); (5) Assessment Measures (Gary R. Pike); and (6) NILOA Perspectives (Tom Green and Amelia Parnell). (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01