By Trudy W. Banta
The following, pioneer Trudy Banta illuminates the numerous points of evaluate in schools and universities up to now 20 years. Addressing the foundations of fine review perform, she provides an insider?s viewpoint and stocks the bigger questions and solutions encountered in overview. within the ultimate part, she seems at overview outdoor the us. This precious e-book offers you a broader, deeper appreciation of the successes, snares, and way forward for results evaluation.
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Additional info for A Bird’s-Eye View of Assessment
Assessment on these campuses is firmly anchored in established proceÂ�dures that faculty care about, such as institutional planning and budgeting, curriculum development, faculty and staff development, and faculty scholÂ�arship. This fact, coupled with careful, persistent follow-up, has made assessÂ�ment part of the fabric of these instituÂ�tions and ensured its lasting influence. The stories of assessment’s impact on the five institutions just identified, as well as more than 100 others, have been collected in a book, Making a Difference: Outcomes of a Decade of Assessment in Higher Education, to be published by Jossey-Bass in October 1993.
Or was it the beginning of another? We won’t know the answer until the full imÂ�pact of congressional intentions to make block grants to the states is apparent. Sal Corrallo, senior staff member at the National Center for Education StatisÂ�tics (NCES), and project director of the National Assessment of College Student Learning, called the meeting. 5 (see Corrallo’s article in Assessment UpÂ�date, Vol. 6, No. 3, pp. 5, 7, 11). Corrallo plans to retire in March 1996, and the reÂ�sult of the conference in Washington was to close the door on the federal effort he has shepherded and to test the feasibility of opening a door on future state efforts in this area.
But the AmerÂ� ican Psychological Association, the American Educational Research AssoÂ�ciation, and the National Council on Measurement in Education have isÂ�sued a joint statement urging caution in moving to base a national system on these relatively new and unproven techÂ�nologies without considerable exploÂ�ration of the complex technical issues involved. As Donald Stewart points out in the lead article in this issue, experienced assessment practitioners know that we must also be concerned about achievÂ�ing consensus on the goals of assessÂ�ment and on the learning outcomes to be measured.