Assessment Faculty Guide: The Rationale and Process for Outcomes Assessment.

Autor/in	Baker, Richard
Institution	Saint Louis Community Coll., MO.
Titel	Assessment Faculty Guide: The Rationale and Process for Outcomes Assessment.
Quelle	(1999), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accountability; College Faculty; College Outcomes Assessment; Community Colleges; Educational Planning; Evaluation Methods; Institutional Evaluation; Job Analysis; Performance; Productivity; Program Evaluation; Site Analysis; Specifications; Two Year Colleges + Suchen Sie Ihr Suchwort? Verantwortung; Fakultät; Community college; Community College; Bildungsplanung; Arbeitsanalyse; Achievement; Leistung; Produktivität; Programme evaluation; Programmevaluation
Abstract	The Assessment Faculty Guide from St. Louis Community College provides guidance for faculty members about how to implement outcomes assessment. The handbook is divided into five areas: (1) assessment rationale, including history, definition, principles, and questions and answers; (2) the structure of assessment, providing a description, organization chart, and current membership of related campus committees; (3) the assessment process; (4) faculty responsibility and participation; and (5) necessary forms. The guide emphasizes the paradigm shift that has taken place in community colleges that shifts the focus from teaching to learning. Student assessment is taken to mean the systematic collection, examination, and interpretation of qualitative and quantitative data about student learning and the use of that information both to document and to improve student learning. St. Louis' program is faculty-driven, ongoing, designed to refocus institutional attention on quality instead of enrollment growth, and is separate from faculty evaluation. Under the plan, the primary work of assessment is performed by the assessment units--such as instructors, academic departments, career program offices, and college service units--with the support of the campus assessment committee. The assessment process itself employs a five step model of outcomes assessment: (1) identify mission and goals; (2) identify outcomes; (3) determine an appropriate means of assessment; (4) collect the results; and use the results to improve student learning. Sample forms are included. (CAK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC