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ERIC Number: ED340758
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 79
Abstractor: N/A
Reference Count: N/A
Designing a National Assessment System: Alverno's Institutional Perspective.
Loacker, Georgine
Lessons from the 18-year institutional experience of Alverno College in Milwaukee (Wisconsin) with assessment for the improvement and verification of student learning are summarized. Principles are described that should inform a national assessment system with the dual purposes of improvement and accountability by incorporating the following key elements: (1) public abilities/outcomes and developmental performance criteria; (2) multiplicity of performances across varied contexts; (3) feedback and opportunities to interpret information received; (4) relation to instruction; (5) analysis of patterns of change over time; (6) provision for research and evaluation; (7) a context that supports assessment; and (8) a supporting conceptual framework of explicit educational values, assumptions, and principles; an articulated assessment theory; and an articulated psychometric theory. These elements are considered in light of the Alverno College assessment program. Designers of a national system should attempt to include these essentials to assure improvement in education. One three-page figure outlines the Alverno system. A 99-item list of references is included. Five appendices give additional information about assessment at Alverno. Reviews by E. M. Greenberg, M. A. Miller, and M. L. Tenopyr of this paper are provided. The author's response to these reviews is included. (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: N/A