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Architecture for Change: Information as Foundation. 1998 AAHE Assessment Conference (Cincinnati, OH, June 13-17, 1998).
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Architecture for Change: Information as Foundation. 1998 AAHE Assessment Conference (Cincinnati, OH, June 13-17, 1998).

Author: Margaret A Miller; Stephen C Ehrmann; Sue Rohan; Judith S Eaton; Jean Mac Gregor; All authors
Publisher: American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110. Tel: 202-293-6440. 1998-06-00
Edition/Format: Book : English
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Summary:
The seven speeches in these proceedings were presented at the 1998 American Association for Higher Education conference on assessment. "Blueprints" sets out the architecture of the conference with four "strands," each focusing on one level of information. The first is assessment of pedagogies in the classroom, on campus, and beyond; the second is assessment of programs and units; the third is  Read more...
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Document Type: Book
All Authors / Contributors: Margaret A Miller; Stephen C Ehrmann; Sue Rohan; Judith S Eaton; Jean Mac Gregor; Jon F Wergin; Bruce Alberts; Washington DC American Association for Higher Education
ISBN: ISBN-1-56377-044-X
OCLC Number: 425247824
Language Note: English
Notes: Foreword by Barbara L. Cambridge.
Description: 95

Abstract:

The seven speeches in these proceedings were presented at the 1998 American Association for Higher Education conference on assessment. "Blueprints" sets out the architecture of the conference with four "strands," each focusing on one level of information. The first is assessment of pedagogies in the classroom, on campus, and beyond; the second is assessment of programs and units; the third is assessment within and across institutions; and the fourth is moving from information to action. Four keynote addresses, each addressing one strand, follow: "What Outcomes Assessment Misses" argues that assessment is a way to clarify what we want to achieve, how we can get there, and how we can know when we have arrived; "Assessment of Powerful Pedagogies: Classroom, Campus, and Beyond" examines assessment of alternative teaching methods, such as collaborative, active, and problem-centered learning; "The Malcolm Baldrige Approach and Assessment" discusses the Malcolm Baldrige National Quality Award approach to self-assessment; and "Assessment of Programs and Units" reviews the challenges of effective program assessment. A plenary speech, "Accreditation and Quality Assurance: Ambivalence and Confusion," discusses quality assurance through accreditation; another, "Reinvigorating Science Education in the U.S.: The Importance of Appropriate Assessments," discusses how appropriate assessment can help improve the poor state of math and science education in the United States. (MDM)

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