By Trudy W. Banta and Associates
During this booklet, top specialists within the box learn the present country of evaluation perform and scholarship, discover what the long run holds for review, and provide suggestions to assist educators meet those new demanding situations. The individuals root evaluate squarely in different comparable disciplines to supply an outline of review perform and scholarship that may turn out precious to either the pro educator and people new to review perform. eventually, Building a Scholarship of Assessment may also help persuade skeptics who nonetheless think results review is a fad and may quickly fade away that this is often an interdisciplinary region with deep roots and a thrilling destiny.
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Extra info for Building a Scholarship of Assessment (The Jossey-Bass Higher and Adult Education Series)
Most campuses are indeed “doing something” in assessment. But the kinds of fundamental transformations in instruction that might have resulted from examining systemic evidence of student learning have mostly not happened. Instead, for the majority of institutions, assessment remains an addon, done principally at the behest of the administration and sustained as a superstructure outside the traditional array of academic activities and rewards. Reasons for this widespread condition, ironically, mirror those that have sustained assessment for almost two decades.
Partly, this is because of continuing faculty fears about negative consequences. Ironically, it stems equally from faculty expectations of no consequences at all—that considerable effort will be expended gathering information that will never be used. Much of the appeal of the kinds of activities that have been adopted on a widespread basis, like classroom assessment, is that the beneﬁts of feedback are both immediate and apparent (Angelo and Cross, 1993). At the institutional and program levels, the benefits of assessment have been far less immediately visible.
Together, these forces are fundamentally altering the shape and content of undergraduate study. Such changes are sustaining assessment in at least two ways. Most immediately, new instructional approaches are forced to demonstrate their relative effectiveness precisely because they are new. Assessment activities therefore are frequently undertaken as an integral part of their implementation. More subtly, the very nature of these new approaches shifts the focus of attention from AN EMERGING SCHOLARSHIP 23 teaching to learning.
Building a Scholarship of Assessment (The Jossey-Bass Higher and Adult Education Series) by Trudy W. Banta and Associates