NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818362
Record Type: Journal
Publication Date: 2008-Dec
Pages: 7
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0260-2938
Curriculum-Embedded Performance Assessment in Higher Education: Maximum Efficiency and Minimum Disruption
Cummings, Rhoda; Maddux, Cleborne D.; Richmond, Aaron
Assessment & Evaluation in Higher Education, v33 n6 p599-605 Dec 2008
Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum-embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum-embedded performance assessment strategies in a graduate-level educational psychology programme are provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A