Linking Assessment for Learning, Improvement and Accountability

Autor/inn/en	Coates, Hamish; Seifert, Tricia
Titel	Linking Assessment for Learning, Improvement and Accountability
Quelle	In: Quality in Higher Education, 17 (2011) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
Schlagwörter	Foreign Countries; Higher Education; Evaluation Criteria; Accountability; Performance Based Assessment; Educational Practices; Standards; Educational Quality; Australia; Canada; New Zealand; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Leistungsermittlung; Bildungspraxis; Standard; Quality of education; Bildungsqualität; Australien; Kanada; Neuseeland; Großbritannien; USA
Abstract	Assessing student learning in ways that offer students, institutions and systems with sound information is a considerable challenge for higher education. Despite demonstrable progress, a disconnect remains between methods used for assessing learning, improvement and accountability. This muddled situation is illustrated through a review of contemporary practice in the USA, Canada, Australia, the UK and New Zealand. To advance research and practice, this paper contributes a structured set of criteria that practitioners can use to evaluate whether an assessment functions effectively across different levels of practice. These technical and practical criteria touch on issues such as sampling, the viability of aggregation, reporting and cost-benefit considerations. The paper tests these criteria by considering their capacity to drive multi-level improvement in education quality. It is contended that the criteria provide perspective and structure for reconciling the quantitative assessment of higher education quality at different levels of practice. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10