Proficiency-Based Admission Standards Study (PASS). Revised.

Autor/inn/en	Conley, David T.; und weitere
Institution	Oregon State System of Higher Education, Eugene.
Titel	Proficiency-Based Admission Standards Study (PASS). Revised.
Quelle	(1994), (180 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Change Strategies; Competency Based Education; Compliance (Legal); Educational Change; Elementary Secondary Education; Higher Education; Long Range Planning; Policy Formation; Program Descriptions; School Restructuring; State Colleges; State Legislation; State Standards; State Universities; Student Evaluation; Oregon + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Lösungsstrategie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Langfristige Planung; Politische Betätigung; Schulreformplan; Schulumwandlung; Landesrecht; Staatliche Universität; Schulnote; Studentische Bewertung
Abstract	This report presents the framework for a legislatively mandated proficiency-based approach to admissions at Oregon's eight public baccalaureate-granting institutions. The goal of the report is to present a systems-level description of why and how a proficiency-based admissions system should operate. Part 1 considers the implications of the proficiency movement and begins with an overview of the events that led to the creation of proficiencies and provides the rationale for the decision. Part 2 reviews related areas including: performance-based assessment, standards development and structure, school reform, and Oregon's approach to K-12 educational restructuring. Part 3 outlines the process used to develop the proficiency areas and indicators and presents the proficiencies. Subsequent sections in Part 3 consider how proficiencies might be assessed, their relation to the Certificates of Initial and Advanced Mastery (CIM, CAM), quality control, and training issues. The report concludes with an outline of an implementation timeline. Appendixes list all sources used in the project, out-of-state contacts, and documents analyzed. (Contains 93 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC