Academic Challenges: Student Outcomes Assessment.
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| Title: | Academic Challenges: Student Outcomes Assessment. |
|---|---|
| Language: | English |
| Authors: | California State Univ., Long Beach. Office of the Chancellor. |
| Availability: | Institute for Teaching and Learning, Office of the Chancellor, The California State University, 400 Golden Shore, Long Beach, CA 90802-4275. |
| Peer Reviewed: | N |
| Page Count: | 27 |
| Publication Date: | 1993 |
| Sponsoring Agency: | Fund for the Improvement of Postsecondary Education (ED), Washington, DC. |
| Intended Audience: | Policymakers |
| Document Type: | Reports - Research |
| Descriptors: | Administrator Attitudes, College Outcomes Assessment, Evaluation Research, Higher Education, Meta Analysis, Outcomes of Education, Program Effectiveness, Program Evaluation, Qualitative Research, Research Directors, Research Methodology, Student Evaluation |
| Abstract: | A "meta-assessment" was done of 13 pilot projects on student outcomes assessment in a variety of disciplines at 11 campuses in the California State University (CSU) system. These projects had developed both quantitative and qualitative strategies for collecting data on student learning outcomes. The meta-assessment was designed to identify key factors shared by successful projects. A three-part framework was used to specify and organize variables by which the projects were evaluated. Environmental and methodological factors served as "predictor" variables and project outcomes served as "criterion" scores. General factors that contributed to the relative effectiveness of the projects were identified by assessing the relationship between "predictor" and "criterion" variables. The assessment found that recruiting and maintaining faculty support was a key variable in project success but also showed high variability across projects. Administrative support was consistently reported as important, and better integration of the assessment agenda in campus-level policy and more concrete recognition of assessment activities for professional development was recommended. Project directors' training and experience in measurement and analysis was also identified as important. The key methodological variable was the development or adoption of adequate measures of student outcomes. (JB) |
| Entry Date: | 1994 |
| Accession Number: | ED363225 |
| Database: | ERIC |
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