By Trudy W. Banta and Associates
During this booklet, major specialists within the box research the present kingdom of evaluate perform and scholarship, discover what the long run holds for evaluation, and provide counsel to assist educators meet those new demanding situations. The individuals root overview squarely in numerous comparable disciplines to supply an outline of overview perform and scholarship that would end up helpful to either the professional educator and people new to overview perform. eventually, Building a Scholarship of Assessment may also help persuade skeptics who nonetheless think results evaluation is a fad and should quickly fade away that this is often an interdisciplinary zone with deep roots and a thrilling destiny.
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Additional resources for Building a Scholarship of Assessment (The Jossey-Bass Higher and Adult Education Series)
To do that, institutions have invested a great deal of faculty and administrative effort in designing, promoting, supporting, and implementing student assessment. Although there is an extensive body of descriptive information on institutional approaches to student assessment (Banta and Associates, 1993; Banta, Lund, Black, and Oblander, 1996) and an array of case studies and small sample surveys, there is little systematic evidence on the organizational and administrative patterns and strategies institutions have adopted to support student assessment, on how they have responded to external demands, or on how they use student assessment information for academic decisions and educational and institutional improvement (Peterson, Einarson, Trice, and Nichols, 1997).
Implementing such plans, in turn, often involved the use of specially funded “pilot” efforts by 14 BUILDING A SCHOLARSHIP OF ASSESSMENT volunteer departments. Keeping track of implementation and reporting, moreover, often demanded the use of a tabular or matrix format (Banta, 1996), and this, too, became a widespread feature of the “standard” approach. Methods, meanwhile, were healthily varied, including available standardized examinations, faculty-made tests, surveys and focus groups, and (increasingly, as the decade progressed) portfolios and work samples.
Organizational and Administrative Support for Student Assessment: A Framework Based on the literature review, seven distinct domains of organizational and administrative support for student assessment emerged. 1) that guided the construction of the national survey instrument and the organization of our case studies and serve as the basis for our discussion in the remaining sections. 1. Conceptual Framework of Organizational and Administrative Support for Student Assessment Institution Approach to Student Assessment Institution-Wide Support for Student Assessment External Influences on Student Assessment Assessment Management Practices and Policies for Student Assessment Internal and External Uses and Impact of Student Assessment Culture and Climate for Student Assessment Institutional Context accreditation associations.