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ERIC Number: ED327666
Record Type: RIE
Publication Date: 1990-Oct-19
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Comprehensive Assessment of Learning Outcomes and Processes for Working Adult Students.
Tucker, Robert W.; Murphy, John D.
The University of Phoenix has developed a comprehensive outcomes and impact assessment program to assess the effects of a university education on students, particularly adult students. The program is integrated with the existing process assessment systems. Process assessments, which the university refers to as the Academic Quality Management System, consist of a family of instruments and measures designed to monitor the student's day-to-day activities in the educational environment. Components include the student and faculty end-of-course surveys; student comment analysis system; grading practices analyses; registration survey; graduation survey; and comments to the chair. Information is most often used for formative purposes such as assessing quality and compliance, performing interim program diagnoses, and making small-scale resource allocation decisions. Outcomes assessments, referred to as the Adult Learning Outcomes Assessment project, consist of an interdependent family of measures to assess the extent to which the institution is accomplishing its fundamental mission and purposes. Components are the comprehensive cognitive assessment; affective impact assessment; alumni impact survey/interview; faculty impact survey; employer impact survey/interview; capstone research project assessment; and qualitative case studies. Information is most often used for summative purposes, including decisions about the efficacy of individual programs and delivery systems. Central to the success of the assessment program is the commitment of faculty and staff to using the information for the improvement of all aspects of the university's operation, especially what goes on in the classroom. (YLB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Phoenix AZ
Note: Paper presented at the Annual Meeting of the American Evaluation Association (Washington, DC, October 19, 1990).