New PDF release: Assessing the Generic Outcomes of College: Selections from

By Gary R. Pike

ISBN-10: 1118099656

ISBN-13: 9781118099650

What does collage educate, relatively? As calls for for responsibility accentuate, significant size of huge university results turns into more and more very important. the following, you'll take a trip during the heritage of evaluation tools, beginning with the production of the 1st normal results evaluate instruments within the Nineteen Eighties. You'll persist with the evolution of the instruments, writing and significant considering, and at last the concept that of value-added research, an beautiful yet elusive objective for assessors.

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And Sellers, J. R. (1967). ” Educational and Psychological Measurement, 27, 443–446. Wilson. D. , and Wagner, E. E. (1981). ” Educational and Psychological Measurement, 41, 1319–1322. Critical Thinking Assessment 51 The California Critical Thinking Skills Test The California Critical Thinking Skills Test (CCTST) is a relatively new objective measure of students’ critical thinking abilities. Research has found that CCTST scores tend to be higher for students who participate in courses designed to enhance critical thinking skills; however, verbal ability may confound test results.

Measures such as the Reflective Judgment Interview, Measure of Epistemological Reflection, Critical Thinking Assessment 47 and even Kohlberg’s measure of moral development represent a fundamentally different orientation in the assessment of critical thinking skills. The Reflective Judgment Interview, for example, uses expert judgment and a seven-stage model of thinking skills to assess student performance. As the preceding discussion indicates, a variety of models are available to explain how college affects critical thinking and to measure critical thinking outcomes.

The CLA provides institution-level scores for first-year students and seniors, as well as a measure of value added for each group. The test developers report high levels of inter-rater agreement in scoring students’ products. Also, value-added measures have been found to vary across institutions. From Assessment Update 18:2 (2006). Several measures of the general outcomes of college are commercially available today. Most of these assessments—the Collegiate Assessment of Academic Proficiency (CAAP), College Basic Academic Subjects Examination (College BASE), and Measure of Academic Proficiency and Progress (MAPP)—are recognition measures; that is, they evaluate students’ ability to recognize the correct answers on multiple-choice tests.

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Assessing the Generic Outcomes of College: Selections from Assessment Measures by Gary R. Pike

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