By Gary R. Pike
What does collage train, rather? As calls for for responsibility accentuate, significant dimension of large collage results turns into more and more very important. right here, you are going to take a trip in the course of the heritage of overview tools, beginning with the construction of the 1st normal results evaluation instruments within the Nineteen Eighties. you will keep on with the evolution of the instruments, writing and significant pondering, and at last the idea that of value-added research, an attractive yet elusive objective for assessors.
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Extra resources for Assessing the Generic Outcomes of College: Selections from Assessment Measures (Assessment Update Special Collections)
If one is comfortable with a definition of critical thinking that focuses on the ability to evaluate inferences and assumptions, make deductions, and evaluate argument and interpretation, then the CTA has high content validity. If one has a different definition of critical thinking, then the content validity of the CTA is lower. Analyses of the structure of the CTA have tended to parallel results I have found for many of the popular tests of general education outcomes. That is, factor analysis results clearly indicate the presence of a dominant general factor, but test items do not load on factors that are consistent with the test developers’ a priori scales and subscales (see Follman, Miller, and Burg, 1971).
First, should one-shot or process writing assessment be utilized? , narrative, expository, or persuasive) should be used? , holistic or analytic) should be used? Answers to these questions will define the nature of the writing assessment program. From Assessment Update 5:5 (1993). Since coming to the Center for Educational Assessment (CEA) in January, one of my major projects has been the statewide assessment of student writing for grades K–12. Because many colleges and universities are interested in assessing the quality of student writing as part of their evaluation of general education programs (or their writing-across-thecurriculum programs), I thought that it might be helpful to recount some of our experiences.
We generally take for granted that some of the most important outcomes of a college education are the abilities to think critically, reason effectively, and solve problems. As Pascarella, Terenzini, and their colleagues have observed, disciplinary knowledge becomes obsolete very quickly. Consequently, one of the most lasting contributions a college or university can make is to cultivate enduring critical thinking skills among its students. Given current interest in critical thinking, it is not surprising that the Campus Trends surveys conducted by the American Council on Education have consistently found that measurement of students’ critical thinking skills plays an important role in most campus assessment programs.
Assessing the Generic Outcomes of College: Selections from Assessment Measures (Assessment Update Special Collections) by Gary R. Pike