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Manning, Thurston E. – 1986
Accrediting associations assess colleges in order to find out what has been accomplished, and to find out how it might be better accomplished. Assessment of educational outcomes can be a useful way to demonstrate the success of alternative means. However, accrediting agencies do not rely exclusively on outcome measures, since they only assess what…
Descriptors: Accrediting Agencies, Agency Role, Colleges, Educational Assessment
Download full textPascarella, Ernest T. – 1986
The value-added approach to the assessment of student outcomes examines actual or inferred changes in students' performance over time. It also attempts to separate the net effects of instruction from previous ability or simple maturation. Others may have different definitions of this concept, and this vagueness causes problems. Suggested ways to…
Descriptors: Accountability, Aptitude Treatment Interaction, Colleges, Educational Assessment
Peterson, Paul E. – 1986
The major purpose of the National Assessment of Educational Progress (NAEP) is to provide information useful for improving the quality of American elementary and secondary schools. NAEP has focused more on the measurement of academic achievement than on the need for information on learning contexts. Additional information is needed about why…
Descriptors: Achievement Tests, Educational Assessment, Educational Environment, Educational Testing
Educational Testing Service, Princeton, NJ. – 1987
Nine papers were presented at the 1986 Educational Testing Service Invitational Conference on outcomes assessment in higher education. The Award for Distinguished Service to Measurement was awarded to Frederic Kuder for development of the Kuder-Richardson 20 and KR-21 formulas for test reliability, the Kuder Preference Record, and the Kuder…
Descriptors: Academic Standards, Accountability, Accreditation (Institutions), College Students
