ERIC Number: ED333800
Record Type: RIE
Publication Date: 1990
State Policy on Assessment: The Linkage to Learning. ECS Working Papers.
Ewell, Peter T.
This paper explores the issue of "state policy" and the assessment process and how it can be applied to improving the teaching and learning process in undergraduate education. Three distinct policy questions are addressed: (1) how can assessment focus attention on what college graduates in a democratic society should know and be able to do? (2) what assessment information is useful for making sure that the curriculum provides the necessary skills and content? and (3) how can assessment support departments and disciplines in assuming collective responsibility for the outcomes of college curricula? Next, assessment and its impact on improving teaching is discussed. This discussion asks how assessment can help to inform the teaching and learning process within the classroom, how assessment can be used in designing state policies that support good college teaching, and how assessment can be linked to the institutional reward structure to support good teaching. Finally, the paper examines resource allocation in the assessment process in order to make assessments viable policy tools for improvement. This discussion asks how assessment can be related to the determination of resource needs, how assessment can help to inform the allocation of resources, and how assessment can be used to examine and increase the "return on investment" of public resources in higher education. (GLR)
Descriptors: College Outcomes Assessment, Educational Assessment, Educational Needs, Educational Planning, Educational Policy, Educational Practices, Educational Quality, Higher Education, Instructional Improvement, Resource Allocation, State Colleges, State Universities, Undergraduate Study
Education Commission of the States, Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Order No. PA-90-4; $5.00 plus $1.75 postage and handling).
Publication Type: Reports - General
Education Level: N/A
Authoring Institution: Education Commission of the States, Denver, CO.