How accreditation influences assessment edited by James L. Ratcliff, Edward S. Lubinescu, Maureen A. Gaffney ; Martin Kramer, series editor-in-chief.
Series New directions for higher education ; no. 113Detalles de publicación: San Francisco Jossey-Bass c2001.Descripción: 125 p. 23 cmISBN:- 0787954365
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
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| Libro | Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab | 379.158 H8471 (Navegar estantería(Abre debajo)) | Disponible | 60000003042766 |
Descripciones mejoradas de Syndetics:
With the shift in accreditation from standards to student learning outcomes, and institutional and programmatic requirements to demonstrate student outcomes increasing; this volume offers timely perspectives and research on the latest developments in accreditation and assessment. The authors-accrediting agency officials, campus leaders involved with accreditation and assessment, and higher education researchers -- discuss six salient new directions in accreditation and assessment process that together offer effective ways to enhance student, faculty, and institutional learning. Examples of working accreditation programs include new methods of distance-education program assessment, an institutional accreditation self-study at the University of Vermont, and the Urban Universities Portfolio Project, a national study involving six urban universities who are using electronic portfolios to provide public access on student learning outcomes. The authors also present an initial review of accreditation and assessment backgrounds, changing standards, and underlying issues, as well as a survey of more than twenty written accreditation policies, making this volume a valuable resource for anyone planning or conducting an institutional self-study as a vehicle for change and renewal. This is the 113th issue of the quarterly journal New Directions for Higher Education .
Includes chapter references and index.
Two continuums collide : accreditation and assessment / Edward S. Lubinescu, James L. Ratcliff, Maureen A. Gaffney -- The student learning self-study : choices and opportunities / Susan R. Hatfield -- Distance education and accreditation / Watson Scott Swail, Eva Kampits -- From consensus standards to evidence of claims : assessment and accreditation in the case of teacher education / Frank Brush Murray -- How frequently should accreditation standards change? / Cynthia A. Davenport -- Public accountability and reporting : what should be the public part of accreditation? / Kathi A. Ketcheson -- The self-study as a chariot for strategic change / Rebecca R. Martin, Kathleen Manning, Judith R. Ramaley.
Tabla de contenidos provista por Syndetics
- 1 Two Continuums Collide: Accreditation and Assessment
- 2 The Student Learning Self-Study: Choices and Opportunities
- 3 Distance Education and Accreditation
- 4 From Consensus Standards to Evidence of Claims: Assessment and Accreditation in the Case of Teacher Education
- 5 How Frequently Should Accreditation Standards Change?
- 6 Public Accountability and Reporting: What Should Be the Public Part of Accreditation?
- 7 The Self-Study as a Chariot for Strategic Change