ERIC Number: ED260677
Record Type: Non-Journal
Publication Date: 1985-Oct
Reference Count: N/A
Assessing Outcomes in Higher Education: Practical Suggestions for Getting Started.
The use of national and campus tests/measures to assess student academic achievement is discussed, along with measurement of student attitudes and behavior, with attention to specific tests and testing programs. It is important for faculty to develop goals for student achievement and to determine whether a test fits a given college program or course. Standardized, objective tests have been used extensively for selection purposes, and external tests are useful for assessing basic skills and deficits for purposes of placement or remediation. A few external tests assess outcomes of general education. When using outcomes assessment to improve instruction, faculty should be involved directly in evaluating student performance. National tests are also used to assess knowledge and skill in major fields of study. Assessment procedures on campus include course examinations, tests to assess major field proficiency, using examiners other than the student's primary instructor, and senior comprehensives. For various fields of study, externally-validated instruments are identified for the assessment of student performance in associate and baccalaureate degree programs. New ideas in the field of assessment are listed, and the concept of the assessment center is mentioned. The innovative approach of Alverno College (Wisconsin) is described. Publications, testing programs, and sources of information are also identified. (SW)
Descriptors: Academic Achievement, Achievement Tests, Aptitude Tests, Attitude Measures, Basic Skills, Educational Objectives, Educational Testing, General Education, Higher Education, Knowledge Level, Majors (Students), Outcomes of Education, Screening Tests, Standardized Tests, Student Evaluation, Student Placement
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A