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By Robert Wood

Masking the choice of questions for checks, together with a number of selection checking out and assessing useful paintings and language trying out, this transparent account of the nation of study should be of curiosity to examiners and academics in addition to different academic execs.

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From Assessment Update 5:4 (1993). Academic year 1992–93 was sobering for those of us who hope that conscientious impleÂ�mentation of outcomes assessment can be a significant factor in enabling colÂ�leges and universities to demonstrate their worth to external constituencies. Ever-increasing competition between higher education and a diverse array of social services for ever-scarcer public funds and among a diverse array of providers for commitment from those shopping for educational services has led to more intense external scrutiny of our institutions than ever before.

It often takes at least two years to collect sufficient data to convince faculty that a change is needed. Then it may take another year or two to craft and imple�ment an appropriate change and another two years to collect data on the impact of the change. Perhaps our sample of pro�files simply contained too many imma�ture examples. On the other hand, we may have ob�tained a representative sample of assess�ment approaches; few projects of any kind in the academy are planned, imple�mented, and monitored for five years or more.

Schroeder followed with his own quesÂ�tions: “How many people came to the programs? Did they like what you did? Did the programs make any difference? ” Schroeder asked counseling center staff to dig into their data on individual counseling sessions to see if they could discern any patterns. The staff found that a very high percentage of women with buÂ�limia were majors in a single academic unit. This information enabled Schroeder to suggest to the dean and faculty leaders in that unit that they might wish to exÂ�plore whether students there were experiÂ�encing unusual kinds of pressure.

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