Measuring College Learning Responsibly: Accountability in a New Era / Edition 1 available in Paperback
- Pub. Date:
- Stanford University Press
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting, are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the United States and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed.
The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses: historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.
|Publisher:||Stanford University Press|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 8.90(h) x 0.60(d)|
About the Author
Richard J. Shavelson is the Margaret Jacks Professor of Education, Professor of Psychology, and former Dean of the School of Education at Stanford University. He is the coauthor of Scientific Research in Education (2002), with Lisa Towne and Generalizability Theory: A Primer (1991), with Noreen Webb, among other books, articles, and policy reports.
Table of Contents
Figures and Tables vi
1 Assessment and Accountability Policy Context 1
2 Framework for Assessing Student Learning 8
3 Brief History of Student Learning Assessment 21
4 The Collegiate Learning Assessment 44
5 Exemplary Campus Learning Assessment Programs 70
6 The Centrality of Information in the Demand for Accountability 102
7 Accountability: A Delicate Instrument 121
8 State Higher-Education Accountability and Learning Assessment 133
9 Higher-Education Accountability Outside the United States 161
10 Learning Assessment and Accountability for American Higher Education 183