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ERIC Number: ED427600
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Impacts of Student Assessment on Teaching & Learning: Differences between State Policy Makers and Campus Representatives. ASHE Annual Meeting Paper.
Augustine, Catherine H.; Cole, John J. K.; Peterson, Marvin W.
This study compared the perceptions of state policy makers and representatives of public higher education institutions about how mandated student assessment practices affect the teaching and learning processes. Three states with mandated assessment policies were examined in depth; the states varied in geographic region, authority structure, and number of institutions of various types. Each state is analyzed in terms of: (1) policy background, focusing on the perceptions of state higher education executive officers regarding the match between the objective and outcome of improving teaching and learning through student assessment; (2) how representatives at the state's public institutions perceive the state policy; (3) approaches to student assessment used by public institutions in the state; (4) the amount of support evidenced by the state's public institutions for conducting student assessment; and (5) the impacts of conducting student assessment, as reported by the institutional representative. A summary section compares state administrator and institutional representative perceptions. The study identified three main themes: first, agreement between states and institutions on the importance of improving teaching and learning; second, confusion at the institutional level about state assessment requirements; and, third, variations in institutional commitment to assessment. (Contains 27 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Postsecondary Improvement, Stanford, CA.