A Continuous Process Improvement (CPI) Model for Postsecondary Curricular and Pedagogical Reform Based on Assessment-As-Learning.

Autor/inn/en	Mullin, Ralph F.; Grelle, Michael
Institution	Central Missouri State Univ., Warrensburg.
Titel	A Continuous Process Improvement (CPI) Model for Postsecondary Curricular and Pedagogical Reform Based on Assessment-As-Learning.
Quelle	(1994), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; College Credits; College Curriculum; Curriculum Based Assessment; Educational Change; Educational Quality; Faculty Development; Higher Education; Instructional Improvement; Pilot Projects; Quality Control; Teaching Models; Total Quality Management + Suchen Sie Ihr Suchwort? Lösungsstrategie; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsreform; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Pilot project; Modellversuch; Pilotprojekt; Qualitätskontrolle; Lehrmodell; Quality management; Qualitätsmanagement
Abstract	This final report describes activities and accomplishments of a 3-year project at Central Missouri State University to develop and pilot test a Continuous Process Improvement (CPI) model as a replacement for the course-credit completion paradigm in 15 academic departments. The pilot CPI project was phase 4 of a 5-phase Decade of Transformation program. Previous phases involved exploration, experimentation, faculty education, and policy development and planning. The fifth phase will focus on generalization and implementation of CPI throughout the university system and dissemination to other institutions. The model's instructional principles are student-learning centered, outcomes-driven, performance-based, and include continuous assessment and feedback. Evaluation indicated that approximately 70 percent of the faculty received training in CPI, with 10 to 15 percent receiving extensive training in assessment-as-learning and/or total quality management. Approximately 40 percent of the faculty have added performance-based assessments to their classes. Over 5,400 students have been exposed to CPI through special workshops, speeches, articles, and in-class discussions. All incoming freshmen and new faculty receive a formal introduction to CPI during orientation. Individual sections of the report include an overview, description of the project's purpose, background and origins, activities, and evaluation/results. Attached exhibits include flow charts, CPI principles, brochures, evaluation details, curriculum materials, and a list of dissemination materials. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC