By Trudy W. Banta and Associates
During this e-book, top specialists within the box study the present nation of evaluate perform and scholarship, discover what the longer term holds for overview, and supply suggestions to aid educators meet those new demanding situations. The members root review squarely in numerous similar disciplines to supply an outline of overview perform and scholarship that might end up beneficial to either the professional educator and people new to evaluate perform. finally, Building a Scholarship of Assessment can help persuade skeptics who nonetheless think results overview is a fad and may quickly fade away that this is often an interdisciplinary region with deep roots and a thrilling destiny.
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Extra resources for Building a Scholarship of Assessment (The Jossey-Bass Higher and Adult Education Series)
As such, its primary objective is discipline-based hypothesis testing and theory building, though its authors have often drawn implications for practice. Some of this work dates back to the 1930s and 1940s (for example, Learned and Wood, 1938), and much of it focused on single colleges enrolling eighteen- to twenty-one-year-old students in traditional residential environments. General maturation and attitudinal development were thus as much of interest as cognitive gain (Chickering, 1969). By the end of the 1960s there was a large enough body of work in this area for Feldman and Newcomb (1969) to synthesize its ﬁndings, which was updated some two decades later by Pascarella and Terenzini (1991).
Somewhat later, program evaluation began to embrace more qualitative methods (for example, Guba and Lincoln, 1981). These more “authentic” approaches, which emphasized holistic examination of organizational situations and often employed open-ended interviewing and participant observation, also provided an early language for assessment for those skeptical of overly empirical methodologies. 6 BUILDING A SCHOLARSHIP OF ASSESSMENT Mastery Learning The mastery and competency-based learning movement began in elementary and secondary education, but quickly found postsecondary applications in adult and professional education by the mid-1960s.
But partly because the press to implement was so great, assessment committees rarely became a permanent feature of governance or of academic administration. The clear ﬁrst task of these committees, moreover, was to develop an assessment plan. Often, such a product was explicitly required by an accreditor or state authority. Equally often, it was recommended by a consultant or by the burgeoning “how to” literature of practice (for example, Nichols, 1989). The resulting plans thus often had a somewhat formulaic quality.