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Measuring college learning responsibly : accountability in a new era /
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded ind...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Stanford, Calif. :
Stanford University Press,
2010.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Shavelson, Richard J., |d 1942- | |
| 245 | 1 | 0 | |a Measuring college learning responsibly : |b accountability in a new era / |c Richard J. Shavelson. |
| 260 | |a Stanford, Calif. : |b Stanford University Press, |c 2010. | ||
| 300 | |a 1 online resource (xvi, 238 pages) | ||
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| 504 | |a Includes bibliographical references (pages 217-230) and index. | ||
| 505 | 0 | |a Assessment and accountability policy context -- Framework for assessing student learning -- Brief history of student learning assessment : déjà vu all over again -- The Collegiate Learning Assessment -- Exemplary campus learning assessment programs -- On the centrality of information in the demand for accountability -- Accountability : a delicate instrument -- State higher education accountability and learning assessment -- Higher education accountability outside the United States -- Learning assessment and accountability for American higher education. | |
| 520 | |a Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed. The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems. | ||
| 588 | 0 | |a Print version record. | |
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| 650 | 0 | |a Educational tests and measurements |z United States. | |
| 650 | 0 | |a Educational accountability |z United States. | |
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| 650 | 6 | |a Tests et mesures en éducation |z États-Unis. | |
| 650 | 6 | |a Responsabilité du rendement (Éducation) |z États-Unis. | |
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