Taking inventory: Identifying assessment activities
Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiativ...
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| Autor*in: |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
1991 |
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| Umfang: |
11 |
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| Reproduktion: |
Springer Online Journal Archives 1860-2002 |
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| Übergeordnetes Werk: |
in: Research in higher education - 1973, 32(1991) vom: Jan., Seite 59-69 |
| Übergeordnetes Werk: |
volume:32 ; year:1991 ; month:01 ; pages:59-69 ; extent:11 |
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| 520 | |a Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. | ||
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(DE-627)NLEJ195773608 DE-627 ger DE-627 rakwb eng Taking inventory: Identifying assessment activities 1991 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. Springer Online Journal Archives 1860-2002 Underwood, David G. oth in Research in higher education 1973 32(1991) vom: Jan., Seite 59-69 (DE-627)NLEJ188995455 (DE-600)2012079-5 1573-188X nnns volume:32 year:1991 month:01 pages:59-69 extent:11 http://dx.doi.org/10.1007/BF00992833 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 32 1991 1 59-69 11 |
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(DE-627)NLEJ195773608 DE-627 ger DE-627 rakwb eng Taking inventory: Identifying assessment activities 1991 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. Springer Online Journal Archives 1860-2002 Underwood, David G. oth in Research in higher education 1973 32(1991) vom: Jan., Seite 59-69 (DE-627)NLEJ188995455 (DE-600)2012079-5 1573-188X nnns volume:32 year:1991 month:01 pages:59-69 extent:11 http://dx.doi.org/10.1007/BF00992833 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 32 1991 1 59-69 11 |
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(DE-627)NLEJ195773608 DE-627 ger DE-627 rakwb eng Taking inventory: Identifying assessment activities 1991 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. Springer Online Journal Archives 1860-2002 Underwood, David G. oth in Research in higher education 1973 32(1991) vom: Jan., Seite 59-69 (DE-627)NLEJ188995455 (DE-600)2012079-5 1573-188X nnns volume:32 year:1991 month:01 pages:59-69 extent:11 http://dx.doi.org/10.1007/BF00992833 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 32 1991 1 59-69 11 |
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(DE-627)NLEJ195773608 DE-627 ger DE-627 rakwb eng Taking inventory: Identifying assessment activities 1991 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. Springer Online Journal Archives 1860-2002 Underwood, David G. oth in Research in higher education 1973 32(1991) vom: Jan., Seite 59-69 (DE-627)NLEJ188995455 (DE-600)2012079-5 1573-188X nnns volume:32 year:1991 month:01 pages:59-69 extent:11 http://dx.doi.org/10.1007/BF00992833 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 32 1991 1 59-69 11 |
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Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. |
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Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. |
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Abstract Those embarking on development of an assessment program are encouraged to identify assessment activities already being undertaken. Although this is excellent advice, it is not as simple as it sounds, particularly on larger campuses, and the method of identifying current assessment initiatives is usually not addressed. This paper presents a method whereby a simple survey was used to help educate the campus about outcomes assessment while identifying assessment activities already being undertaken. The results of the survey are discussed, although the focus is on the process, content, and application of the survey. |
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