ERIC Number: ED429520
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Benchmarking Assessment. Assessment of Teaching and Learning in Higher Education and Public Accountability: State Governing, Coordinating Board & Regional Accreditation Association Policies and Practices.
Nettles, Michael T.; Cole, John J. K.; Sharp, Sally
This report presents first-year results of a multistage research study that examines the progress made during the past decade by the 50 states and six regional accrediting associations toward establishing and implementing higher education teaching and learning assessment policies. The report provides a history of state and regional assessment policy development, a review of the published and unpublished findings of prior research, and an analysis of the status of assessment policies and practices across the 50 states and six regional accrediting associations. Each state and each regional accreditation policy related to outcomes assessment is examined within a policy analytic framework that describes the policy and presents its major components. Three themes emanating from the patterns and trends in the state analyses are discussed: the extent and implications of state use of common assessment practices, the relationship between state assessment policies and governance structures, and the use of incentives and consequences in assessment policies. For the accreditation associations, the issues identified include: the nature of the assessment of student learning and teaching effectiveness, the influence of institutional autonomy on policy formation and implementation, and the relationship between state and accreditation assessment policies and practices. The policy analysis for each state and accreditation association is appended. (Contains 38 references.) (DB)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Postsecondary Improvement, Stanford, CA.