Assessment, Outcomes Measurement and Attrition. (Reflections, Definitions and Delineations). AIR 1997 Annual Forum Paper.
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| Title: | Assessment, Outcomes Measurement and Attrition. (Reflections, Definitions and Delineations). AIR 1997 Annual Forum Paper. |
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| Language: | English |
| Authors: | Johnson, Al |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 1997 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Academic Persistence, College Attendance, College Outcomes Assessment, Dropout Research, Enrollment, Enrollment Management, Evaluation, Evaluation Methods, Higher Education, Institutional Research, Longitudinal Studies, Outcome Based Education, Outcomes of Education, Research Design, School Holding Power, Student Attrition, Student Evaluation |
| Abstract: | This paper addresses issues in assessment of college students, outcome studies, and attrition research in the context of trends toward requiring greater accountability from institutions of higher education. First the paper considers how assessment, student outcomes studies, and attrition research terminology might be more clearly defined. It suggests that these three areas of inquiry, although distinctive, are highly interrelated phenomena. The paper then attempts to operationalize definitions and outline a recursive research model appropriate for research in these areas. Finally, it briefly describes how one small liberal arts university is currently thinking through the process of implementing a longitudinal assessment program including student outcomes studies and student attrition research through a recursive research model and operationalized definitions. Stressed is the need for institutions to plan their research to be consistent with the educational goals of the institution. (Contains 17 references.) (LEE) |
| Entry Date: | 1998 |
| Accession Number: | ED410888 |
| Database: | ERIC |
| Abstract: | This paper addresses issues in assessment of college students, outcome studies, and attrition research in the context of trends toward requiring greater accountability from institutions of higher education. First the paper considers how assessment, student outcomes studies, and attrition research terminology might be more clearly defined. It suggests that these three areas of inquiry, although distinctive, are highly interrelated phenomena. The paper then attempts to operationalize definitions and outline a recursive research model appropriate for research in these areas. Finally, it briefly describes how one small liberal arts university is currently thinking through the process of implementing a longitudinal assessment program including student outcomes studies and student attrition research through a recursive research model and operationalized definitions. Stressed is the need for institutions to plan their research to be consistent with the educational goals of the institution. (Contains 17 references.) (LEE) |
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