Three Presentations: From the Third National Conference on Assessment in Higher Education. (Chicago, Illinois, June 8-11, 1988).

Autor/inn/en	Astin, Alexander W.; und weitere
Institution	American Association for Higher Education, Washington, DC.
Titel	Three Presentations: From the Third National Conference on Assessment in Higher Education. (Chicago, Illinois, June 8-11, 1988).
Quelle	(1988), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Accountability; Educational Assessment; Higher Education; Incentives; Instructional Effectiveness; Multiple Choice Tests; Outcomes of Education; Productivity; Role of Education; Standardized Tests; Student Development; Testing; Florida + Suchen Sie Ihr Suchwort? Verantwortung; Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreiz; Unterrichtserfolg; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernleistung; Schulerfolg; Produktivität; Bildungsauftrag; Standadised tests; Standardisierter Test; Testdurchführung; Testen
Abstract	Three presentations from the Third National Conference on Assessment in Higher Education are included. In "Assessment and Human Values: Confessions of a Reformed Number Cruncher," Alexander W. Astin, focuses on measuring education productivity, assessment lessons from the Cooperative Institutional Research Program, a talent-development model of excellence, assessment and values, multiple-choice tests, holistic methods, assessing affective outcomes, and beyond narcissism. It stresses that the key to achieving institutional transcendence is ultimately in how excellence is defined. "Assessment and Incentives: The Medium is the Message" (Linda Darling-Hammond) discusses from a teacher's point of view the following: how measurement changes behavior; incentives: a parable with lessons; the K-12 experience;, limits of standardized testing; effects of testing on teaching and learning; and policy making and assessment. Important factors are educating those who would impose hasty or inadequate methods, and insisting on intellectual honesty and educational validity. "The Assessment Movement: What Next? Who Cares?" (Robert H. McCabe) gives a community college president's views on access and standards, the public call for accountability, state initiatives in assessment, the Florida experience; and institutional assessment initiatives. The assessment movement is growing in tandem with the teaching/learning movement and can be considered an element of it. The future of assessment is in improving student development through more effective teaching and learning. (SM)
Anmerkungen	AAHE Assessment Forum, American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036 ($10.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC