Literaturnachweis - Detailanzeige
| Autor/in | Fincher, Cameron |
|---|---|
| Institution | Georgia Univ., Athens. Inst. of Higher Education. |
| Titel | Assessing Educational Outcomes: Are We Doing Good, Can We Do Better? IHE Newsletter. |
| Quelle | (1988), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Ability; Academic Achievement; Basic Skills; Educational Assessment; Educational Objectives; Higher Education; Measurement Techniques; Minimum Competency Testing; National Competency Tests; Needs Assessment; Outcomes of Education; Public Policy; Student Characteristics |
| Abstract | The United States is not doing as well as it could in assessing educational outcomes in the 1980s. The assessment movement of the 1980s indicates that its institutional memory is poor, and when coping with outside pressures, it is slow to recall how it coped the last time it was under pressure. It is important to remember such events and pressures as the minimal competency testing movement of the 1970s; the debates over the relative merits of criterion-referenced testing and norms-referenced testing; and the recurring love/hate affair that public education has with measurement, assessment, and evaluation. One reason the U.S. is not doing well in the assessment of educational outcomes is the confusion about educational purposes since the objectives and expected outcomes of higher education have not been defined.. Also, there is not an adequate theory of educational achievement in the 1980s. There is a need for a common language for education from kindergarten through "grade 16." The U.S. can learn from the experiences of the University System of Georgia (USGA) in creating systemwide entrance requirements, developmental studies programs, reading and writing tests for sophomores, and varying forms of senior exit exams. This system suggests that in any efforts to assess educational outcomes, there should be at least three stages of assessment. USGA has entry, rising junior, and senior exit assessment. Systematic, objective, valid, reliable, and fair measures of educational outcomes are rare. For the time being, college administrators should measure what they can, assess what they must, and evaluate with great care. Contains 15 references. (SM) |
| Anmerkungen | IHE Newsletter, Institute of Higher Education, University of Georgia, Athens, GA 30602. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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