Peer reviewed
Direct linkERIC Number: EJ625262
Record Type: CIJE
Publication Date: 2000
Pages: 12
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0194-3081
EISSN: N/A
Assessing Minority Student Performance.
Jalomo, Romero, Jr.
New Directions for Community Colleges, n112 p7-18 Win 2000
Examines student outcomes and criticisms surrounding standardized achievement testing and discusses strategies for employing alternative approaches to assess minority student learning, performance, and persistence in college. Recommends the administration of comprehensive assessment measures that best capture student performance across cognitive and noncognitive domains. (KS)
Descriptors: Academic Achievement, Academic Persistence, Achievement Tests, Alternative Assessment, Community Colleges, Diversity (Student), Educational Assessment, Minority Groups, Standardized Tests, Student Evaluation, Two Year Colleges
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Issue titled Beyond Access: Methods and Models for Increasing Retention and Learning among Minority Students, n112, edited by Steven R. Aragon.
