NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED494762
Record Type: Non-Journal
Publication Date: 2005-Jun
Pages: 162
Abstractor: ERIC
Reference Count: 184
ISBN: N/A
ISSN: N/A
NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832
Jones, Elizabeth A.; RiCharde, Stephen
National Center for Education Statistics
Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative reasoning? This Sourcebook defines the most important outcomes in each of these critical domains. Assessment tools and resources are cited, including explanations of scope, availability, measurability, cost, and other methodological concerns. Research is drawn from numerous publications that include in-depth reviews of the assessments. Faculty and staff at colleges, accrediting agencies, federal and state government agencies, and other organizations--anyone who measures, reports, or is interested in information about student outcomes can benefit from this sourcebook. This Sourcebook includes six chapters and five searchable database tables. The introductory chapter focuses on issues in accountability, internal motivations for institutional change, the background and purpose for this project, and the intended audiences; Chapter 2 outlines the steps that need to be taken when building an effective assessment process; Chapter 3 focuses on the expectations for students' communication, interpersonal, and listening skills; chapter 4 focuses on leadership traits as well as situational and functional approaches to leadership outcomes; chapter 5 discusses the constructs of information literacy as they evolved in response to the changes in technology and library resources; and in chapter 6, the authors differentiate between the key concepts of quantitative reasoning and quantitative literacy, and the assessments associated with these skills.
ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://www.edpubs.org
Publication Type: Reference Materials - General; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Postsecondary Education Cooperative.
IES Funded: Yes