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ERIC Number: ED166994
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
Assessing Student Educational Progress. AAHE-ERIC/Higher Education Research Currents, April 1978.
Lenning, Oscar T.
Alternative procedures for assessing college student educational progress and sources of additional information are presented. Traditionally, written tests have been used for assessing educational progress at the college level, but it is now common to think in broader terms of the specific developments and attainments that students are expected to achieve. Educational learning could include the imparting of attitudes and values, value clarification, confidence and self-concept development, development of various personality characteristics, development of improved interpersonal sensitivity and functioning, and the development of occupational habits and skills. Assessment is defined as broader than measurement but narrower than evaluation. The design of an assessment for a particular course, program, or institution should be unique and tailored specifically to the situation at hand. Some general models available that can be modified to meet local needs are described. The need to use multiple measures, or indicators, for a particular learning outcome and more than one method of data collection are desirable. It is usually better to develop local instruments tailored to local needs. Locally-developed, criterion-referenced, paper-and-pencil tests are more frequently of use to colleges and universities than are norm-referenced tests. A number of other types of assessment methods are outlined. (SW)
Descriptors: College Students, Criterion Referenced Tests, Educational Assessment, Educational Objectives, Evaluation Criteria, Evaluation Methods, Higher Education, Measurement Instruments, Models, Outcomes of Education, Student Evaluation
Publications Department, American Association for Higher Education, One Dupont Circle, Suite 780, Washington, DC 20036 ($.40)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: George Washington Univ., Washington, DC. ERIC Clearinghouse on Higher Education.; American Association for Higher Education, Washington, DC.
Identifiers: Information Analysis Products
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