Assessing the Generic Outcomes of College
Selections from Assessment Measures
Published on 13. September 2011
88 pages
978-1-118-16215-6 (ISBN)
Description
What does college teach, really? As demands for accountability intensify, meaningful measurement of broad college outcomes becomes increasingly important. Here, you'll take a journey through the history of assessment instruments, starting with the creation of the first general outcomes assessment tools in the 1980s. You'll follow the evolution of the tools, writing and critical thinking, and finally the concept of value-added analysis, an appealing but elusive goal for assessors.
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07/2011
Jossey-Bass
€34.84
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Person
Gary R. Pike, Executive Director of information management and institutional research at Indiana University-Purdue University Indianapolisis, is a consulting editor for Assessment Update.
Content
Introduction--Assessing the Generic Outcomes of College:Selections from "Assessment Measures" 1
General Education Assessment
Instruments for Assessing General Education Outcomes 10
The College Outcome Measures Program (COMP) Examination 13
Joint Task Force of the Interinstitutional Committee of AcademicOfficers and State Board for Community College Education 17
Criteria for Evaluating Assessment Instruments 19
The College Basic Academic Subjects Examination 22
The Academic Profile II 25
The Collegiate Learning Assessment 28
Writing Assessment
Designing Comprehensive Writing Assessments 34
Implementing a Large-Scale Writing Assessment 37
Critical Thinking Assessment
Assessing the Critical Thinking Abilities of College Students43
The Watson-Glaser Critical Thinking Appraisal 48
The California Critical Thinking Skills Test 51
Tasks in Critical Thinking 54
The Reflective Judgment Interview 57
The CRESST Problem-Solving Measures 60
Value-Added Assessment
Freshman-to-Senior Gains at the University of Tennessee,Knoxville 66
Methods of Evaluating Student Change during College 70
Revisiting the Blind Alley of Value Added 75
