ERIC Number: ED427066
Record Type: RIE
Publication Date: 1998-Nov
Effective and Ineffective Assessment Programs in Higher Education.
Sewall, Angela Maynard; Smith, Tom E. C.
Universities have long been in the business of assessment, particularly the assessment of students. Recently, several national and regional accreditation agencies have mandated that universities also engage in self-assessment programs. However, assessment is not clearly defined from campus to campus. Some of the issues in educational assessment in higher education are explored and illustrated with a discussion of the assessment process as it operates at the University of Arkansas at Little Rock. To be effective, college and university assessment plans must include more than simply assessing students through examinations. They must include a comprehensive approach to determine if, and how, skills learned in classes are actually applied later on. Developing assessment plans that evaluate on- going students' achievement and long-term students-employer perceptions of the value and pertinence of the graduate's program of study allow faculty to review curricula and examine instructional practices. At the University of Arkansas, this sort of assessment has begun, with a plan developed for each faculty in a collegial, but stressful, process. The assessment process evolved to allow each faculty to evaluate assessment plans in its own college, resulting in a more positive attitude. Faculty members are more comfortable having their plans evaluated by colleagues, and the assessment process is becoming more likely to lead to program improvement. (Contains 11 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (27th, New Orleans, LA, November 4-6, 1998).