Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2005
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED494762 |
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Inhaltsangabe:
- NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832 Jones, Elizabeth A. RiCharde, Stephen State Government Public Agencies Methods Leadership Audiences Organizational Change Numeracy Listening Skills Information Literacy Accreditation (Institutions) Interpersonal Communication Thinking Skills Accountability Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative reasoning? This Sourcebook defines the most important outcomes in each of these critical domains. Assessment tools and resources are cited, including explanations of scope, availability, measurability, cost, and other methodological concerns. Research is drawn from numerous publications that include in-depth reviews of the assessments. Faculty and staff at colleges, accrediting agencies, federal and state government agencies, and other organizations--anyone who measures, reports, or is interested in information about student outcomes can benefit from this sourcebook. This Sourcebook includes six chapters and five searchable database tables. The introductory chapter focuses on issues in accountability, internal motivations for institutional change, the background and purpose for this project, and the intended audiences; Chapter 2 outlines the steps that need to be taken when building an effective assessment process; Chapter 3 focuses on the expectations for students' communication, interpersonal, and listening skills; chapter 4 focuses on leadership traits as well as situational and functional approaches to leadership outcomes; chapter 5 discusses the constructs of information literacy as they evolved in response to the changes in technology and library resources; and in chapter 6, the authors differentiate between the key concepts of quantitative reasoning and quantitative literacy, and the assessments associated with these skills.