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ERIC Number: ED345670
Record Type: RIE
Publication Date: 1992-Mar-18
Pages: 22
Abstractor: N/A
Academic Program Level Effects Assessment: A Model.
Hale, Charles D.; Travis, Marvin T.
In response to increasing demands for evidence of institutional effectiveness in higher education, and given the diversity within the Academy, a decentralized model of institutional academic effects assessment, the Academic Program Level Effects Assessment Model (APLEAM), may be useful. APLEAM consists of three interdependent components: instructional, matriculation and post-graduation effects assessment. The instructional effects assessment component is carried out using criterion referenced testing to assess program and course level instructional effects because this approach can evaluate student mastery of knowledge, attitudes or skills taught; because the essential infrastructure for a criterion referenced assessment system exists in most institutions; because it provides an absolute statement of student attainment; and because it allows each institution to configure its assessment system to its unique curriculum. The student matriculation component of APLEAM includes program entry, program persistence, and program exit. APLEAM addresses post-graduation effects assessment through an alumni survey instrument which asks alumni to rate the program's personal and professional effectiveness, to identify ways that the major has been most and least helpful, to suggest program modifications, to indicate useful graduate competencies, and to identify graduate school intent or enrollment. (23 references) (JB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the National Conference on Successful College Teaching and Administration (Orlando, FL, March 1992).