Actions Matter: The Case for Indirect Measures in Assessing Higher Education's Progress on the National Education Goals.

Ewell, Peter T.; Jones, Dennis P.

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Peer reviewed

ERIC Number: EJ461693

Record Type: Journal

Publication Date: 1993

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ISSN: ISSN-0021-3667

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Actions Matter: The Case for Indirect Measures in Assessing Higher Education's Progress on the National Education Goals.

Ewell, Peter T.; Jones, Dennis P.

Journal of General Education, v42 n2 p123-48 1993

Discusses reasons for supporting indirect indicators to track higher education's progress in teaching critical thinking, communication, and problem-solving skills. Outlines the primary characteristics of indirect indicators. Provides specific examples of different indirect indicators, analyzing data collection methods. Assesses the viability of indirect indicators within a national postsecondary assessment. (DMM)

Descriptors: College Outcomes Assessment, Data Collection, Evaluation Criteria, Evaluation Methods, Higher Education, National Programs, Policy Formation, Testing Programs

Publication Type: Opinion Papers; Journal Articles

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Audience: N/A

Language: English

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