Full Description
Specialized accrediting bodies stand at the forefront of the assessment movement and exert important influences on program and institutional assessment and improvement. The academic programs these bodies approve are frequently among the first on a campus to consider ways to assess student competence. This book presents case studies that describe how faculty in eight professionally oriented disciplines have developed and practiced assessment on their campuses and the lessons these faculty offer to colleagues in their own and other disciplines.
Contents
Assessing Competence in Higher Education, Trudy W. Banta; Implementing Effective Assessment, Catherine A. Palomba; Assessing Student Competence in Teacher Education Programs, Mary E. Diez, Alverno College; Redefining a Profession: Assessment in Pharmacy Education, Thomas D. Zlatic, St. Louis College of Pharmacy; Assessment of Student Learning in the Discipline of Nursing, Donna L. Boland and Juanita Laidig, Indiana University; Accountability for Professional Practice: Assessment in Social Work Education, Frank R. Baskind, Virginia Commonwealth University, Barbara W. Shank, College of St. Catherine/University of St. Thomas, and Elaine K. Ferraro, Columbia College; Assessing Student Competence in Business, Neil A. Palomba and Catherine A. Palomba, Ball State University; Assessment of Student Competence in Computer Science, Gordon E. Stokes, Brigham Young University; Engineering, John A. Muffo, Virginia Polytechnic and State University; Visual Arts, Kristi Nelson, University of Cincinnati; Accredited Programs and Authentic Assessment, Douglas J. Eder, Southern Illinois University, Edwardsville, and Hamilton College; The British Experience in Assessing Competence, Lee Harvey, University of Central England; Assessment Experiences in Accredited Disciplines, Catherine A. Palomba.
