Assessing learning in higher education can be a very difficult task. There are some differences, however, when assessing for accountability to others and assessing for transformation. These distinctions are embedded in our historical understanding of teaching and learning. This article describes how over time, higher education has viewed…

College faculty can minimize problems in grading students' cooperative projects by carefully structuring the five basic elements of formal cooperative learning groups: positive interdependence; individual and group accountability; face-to-face promotive interaction; teamwork skills; and group processing. There must also be sufficient reason for…

Discusses two approaches for evaluating distance education. One collects six categories of evaluation information (measures): activity, efficiency, outcomes, program aims, policy, and organization. The other identifies key questions needed for effective evaluation and methods for determining outcomes in five areas: accountability, effectiveness,…