Full Description
What does college teach, really? As demands for accountability intensify, meaningful measurement of broad college outcomes becomes increasingly important. Here, you'll take a journey through the history of assessment instruments, starting with the creation of the first general outcomes assessment tools in the 1980s. You'll follow the evolution of the tools, writing and critical thinking, and finally the concept of value-added analysis, an appealing but elusive goal for assessors.
Contents
Introduction Assessing the Generic Outcomes of College: Selections from Assessment Measures 1 General Education Assessment Instruments for Assessing General Education Outcomes 10 The College Outcome Measures Program (COMP) Examination 13 Joint Task Force of the Interinstitutional Committee of Academic Officers and State Board for Community College Education 17 Criteria for Evaluating Assessment Instruments 19 The College Basic Academic Subjects Examination 22 The Academic Profile II 25 The Collegiate Learning Assessment 28 Writing Assessment Designing Comprehensive Writing Assessments 34 Implementing a Large-Scale Writing Assessment 37 Critical Thinking Assessment Assessing the Critical Thinking Abilities of College Students 43 The Watson-Glaser Critical Thinking Appraisal 48 The California Critical Thinking Skills Test 51 Tasks in Critical Thinking 54 The Reflective Judgment Interview 57 The CRESST Problem-Solving Measures 60 Value-Added Assessment Freshman-to-Senior Gains at the University of Tennessee, Knoxville 66 Methods of Evaluating Student Change during College 70 Revisiting the Blind Alley of Value Added 75
