Prior Learning Assessment: Faculty Evaluator Training and Development.

Autor/in	Abbott, Lenice C.
Titel	Prior Learning Assessment: Faculty Evaluator Training and Development.
Quelle	(1992), (195 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Administrator Attitudes; Adult Educators; Adult Learning; Educational Needs; Essay Tests; Evaluation Methods; Evaluators; Higher Education; Inservice Teacher Education; Needs Assessment; Prior Learning; Questionnaires; Student Evaluation; Teacher Attitudes + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Educational need; Bildungsbedarf; Schriftlicher Sprachgebrauch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Bedarfsermittlung; Vorkenntnisse; Fragebogen; Schulnote; Studentische Bewertung; Lehrerverhalten
Abstract	A multi-pronged comparative approach was used to identify training and development needs specific to faculty evaluators of prior learning experience essays. Surveys were administered to 39 active evaluators who were members of the National-Louis University (NLU) faculty and 14 directors of prior learning assessment programs external to NLU. The response rates 77% and 79%, respectively. The evaluators were asked to supply demographic data and rank the importance of selected evaluator performance factors and topics for evaluator training/development activities. Subject matter expertise, objectivity, and knowledge of assessment process were deemed the three most important evaluator characteristics. Among training topics, understanding and complying with timelines were rated most important by directors, whereas judging appropriate credit and using guidelines were rated most important by evaluators. It was concluded that evaluator participation in training/development activities must be encouraged and increased by identifying and overcoming barriers to their participation. (Eleven figures are included. Appendixes constituting approximately one-third of this document include the following: information about NLU's facilities/programs; survey instruments, cover letters, and administration guidelines; study budget information; guidelines for assessing students and providing feedback to students; discussion of the evaluator factor; NLU evaluator supplement to portfolio handbook; and evaluator workshop agenda. Contains 71 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC