Alternative Approaches to Outcomes Assessment for Postsecondary Vocational Education.

Sonst. Personen	Bragg, Debra D. (Hrsg.)
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Alternative Approaches to Outcomes Assessment for Postsecondary Vocational Education.
Quelle	(1992), (153 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Concept Mapping; Educational Quality; Higher Education; Organizational Development; Outcomes of Education; Performance; Performance Based Assessment; Postsecondary Education; Program Effectiveness; Program Evaluation; Program Implementation; Program Improvement; Quality Control; School Effectiveness; Standards; Success; Total Quality Management; Vocational Education + Suchen Sie Ihr Suchwort? Verantwortung; Concept Map; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationsentwicklung; Lernleistung; Schulerfolg; Achievement; Leistung; Leistungsermittlung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Qualitätskontrolle; Schuleffizienz; Standard; Erfolg; Quality management; Qualitätsmanagement; Ausbildung; Berufsbildung
Abstract	This document describes six different approaches to outcomes assessments, approaches that are named in the titles of chapters 2 through 7. The chapters and authors are as follows: "Perspectives on Assessment Policy and Practice" (Bragg, Harmon); "Total Quality Management" (Bragg); "Assessing Student Success" (Harmon); "Value-Added Assessment" (Harmon); "Concept Mapping" (Grayson); "Outcomes Assessment in Vocational Education" (McCaslin); and "Performance Assessment" (Mabry). A "Conclusion" following chapter 7 offers the following implementation strategies: (1) ensure that a clear institutional mission provides a framework for outcomes assessment; (2) focus assessment on institutional improvement; (3) gain top institutional commitment; (4) scan the external environment; (5) use democratic methods to conceptualize outcomes for vocational education, actively involving a wide range of stakeholders; (6) make the goal of identifying and meeting individual student needs a top priority; (7) build an organizational structure that supports data-driven decision making, planning, and program improvement; (8) use multiple measures to develop comprehensive records of student performance; (9) conduct routine program audits; (10) ensure feedback loops; (11) design reward systems that support the use of outcomes assessment system for improvement; and (12) develop dissemination strategies that support data use. Reference lists at the end of each chapter contain a total of 207 publications. (CML)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC