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How accreditation influences assessment

Author: Martin Kramer; Maureen A Gaffney; Edward S Lubinescu; James L Ratcliff
Publisher: San Francisco : Jossey-Bass, ©2001.
Series: New directions for higher education, no. 113.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
From the publisher: With the shift in accreditation from standards to student learning outcomes, and institutional and programmatic requirements to demonstrate student outcomes increasing; this volume offers timely perspectives and research on the latest developments in accreditation and assessment. The authors-accrediting agency officials, campus leaders involved with accreditation and assessment, and higher  Read more...
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Genre/Form: Aufsatzsammlung
Document Type: Book
All Authors / Contributors: Martin Kramer; Maureen A Gaffney; Edward S Lubinescu; James L Ratcliff
ISBN: 0787954365 9780787954369
OCLC Number: 46729730
Description: 125 pages ; 23 cm.
Contents: Two continuums collide : accreditation and assessment / Edward S. Lubinescu, James L. Ratcliff, Maureen A. Gaffney --
The student learning self-study : choices and opportunities / Susan R. Hatfield --
Distance education and accreditation / Watson Scott Swail, Eva Kampits --
From consensus standards to evidence of claims : assessment and accreditation in the case of teacher education / Frank Brush Murray --
How frequently should accreditation standards change? / Cynthia A. Davenport --
Public accountability and reporting : what should be the public part of accreditation? / Kathi A. Ketcheson --
The self-study as a chariot for strategic change / Rebecca R. Martin, Kathleen Manning, Judith R. Ramaley.
Series Title: New directions for higher education, no. 113.
Responsibility: edited by James L. Ratcliff, Edward S. Lubinescu, Maureen A. Gaffney ; Martin Kramer, series editor-in-chief.

Abstract:

From the publisher: With the shift in accreditation from standards to student learning outcomes, and institutional and programmatic requirements to demonstrate student outcomes increasing; this volume offers timely perspectives and research on the latest developments in accreditation and assessment. The authors-accrediting agency officials, campus leaders involved with accreditation and assessment, and higher education researchers -- discuss six salient new directions in accreditation and assessment process that together offer effective ways to enhance student, faculty, and institutional learning. Examples of working accreditation programs include new methods of distance-education program assessment, an institutional accreditation self-study at the University of Vermont, and the Urban Universities Portfolio Project, a national study involving six urban universities who are using electronic portfolios to provide public access on student learning outcomes. The authors also present an initial review of accreditation and assessment backgrounds, changing standards, and underlying issues, as well as a survey of more than twenty written accreditation policies, making this volume a valuable resource for anyone planning or conducting an institutional self-study as a vehicle for change and renewal.This is the 113th issue of the quarterly journal New Directions for Higher Education.

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