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Brown, Joshua Travis – Research & Practice in Assessment, 2017
Higher education accountability is a field characterized by complexity. Prior frameworks grounded in psychometrics, economics, and history fall short in explaining the persistence and composition of its complexity. This article employs organizational theory to identify the multiple conflicting approaches of higher education accountability and…
Descriptors: Higher Education, Accountability, Organizational Theories, Evaluation
Horst, S. Jeanne; DeMars, Christine E. – Research & Practice in Assessment, 2016
The Mapmark standard setting method was adapted to a higher education setting in which faculty leaders were highly involved. Eighteen university faculty members participated in a day-long standard setting for a general education communications test. In Round 1, faculty set initial cut-scores for each of four student learning objectives. In Rounds…
Descriptors: Higher Education, Teacher Participation, Standard Setting, Academic Standards
Linn, Marcia C.; Chiu, Jennifer – Research & Practice in Assessment, 2011
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the…
Descriptors: Science Education, Lecture Method, Student Evaluation, Concept Mapping