The Assessment Context: Accreditation, Accountability, and Performance

Autor/in	Volkwein, J. Fredericks
Titel	The Assessment Context: Accreditation, Accountability, and Performance
Quelle	In: New Directions for Institutional Research, (2010), S.3-12 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0579
Schlagwörter	Higher Education; Educational Needs; Quality Control; Accountability; Educational Change; Professional Associations; Educational Trends; Institutional Evaluation; Evaluation Methods; Evaluation Criteria; Measurement; Measurement Techniques; School Effectiveness; Colleges; Educational Improvement; Accreditation (Institutions); Standards; Outcomes of Education; Educational Assessment; College Administration; College Environment; Organizational Change; Diversity (Institutional); Performance Factors; Institutional Research; Stakeholders; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational need; Bildungsbedarf; Qualitätskontrolle; Verantwortung; Bildungsreform; Bildungsentwicklung; Messverfahren; Messtechnik; Schuleffizienz; College; Hochschule; Fachhochschule; Teaching improvement; Unterrichtsentwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem; College administrators; Hochschulverwaltung; Hochschulumwelt; Organisationswandel; Leistungsindikator; Institutionelle Forschung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	A diverse society has created a diverse education system, which in turn requires diverse and complex mechanisms of quality control. The diversity and complexity of the industrial, service, and knowledge-based economy, with its vast variety of occupations and dynamic labor markets, heavily influences the curricular structures and academic profiles of American colleges and universities. To be successful, institutions of higher education must meet the educational needs of individuals with different economic statuses, ages, occupational goals, educational aspirations, educational preparation, and family circumstances. Driven by a diverse economy and society, higher education is now a complex industry of public and private educational providers, and an array of quality assurance, accreditation, and certification mechanisms has evolved reflecting this complexity. This chapter discusses the drivers for assessment and enables readers to understand the tensions arising within colleges and universities in regard to accountability, accreditation, and performance evaluation. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10