TY  - BOOK
AU  - Shavelson,Richard J.
TI  - Measuring college learning responsibly: accountability in a new era 
SN  - 9780804773515
AV  - LB2366.2 .S53 2010eb
U1  - 378.1/664 22
PY  - 2010///
CY  - Stanford, Calif.
PB  - Stanford University Press
KW  - Universities and colleges
KW  - United States
KW  - Examinations
KW  - Educational tests and measurements
KW  - Educational accountability
KW  - Education, Higher
KW  - Evaluation
KW  - Universités
KW  - États-Unis
KW  - Examens
KW  - Tests et mesures en éducation
KW  - Responsabilité du rendement (Éducation)
KW  - STUDY AIDS
KW  - College Entrance
KW  - bisacsh
KW  - Advanced Placement
KW  - TOEFL (Test of English as a Foreign Language)
KW  - fast
KW  - Schulleistungsmessung
KW  - gnd
KW  - Hochschule
KW  - USA
KW  - idsbb
KW  - Student
KW  - Lernen
KW  - swd
KW  - Electronic books
N1  - Includes bibliographical references (pages 217-230) and index; Assessment and accountability policy context -- Framework for assessing student learning -- Brief history of student learning assessment : déjà vu all over again -- The Collegiate Learning Assessment -- Exemplary campus learning assessment programs -- On the centrality of information in the demand for accountability -- Accountability : a delicate instrument -- State higher education accountability and learning assessment -- Higher education accountability outside the United States -- Learning assessment and accountability for American higher education
N2  - 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 US 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
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=325242
ER  -