The Collegiate Learning Assessment : setting standards for performance at a college or university / / Chaitra M. Hardison, Anna-Marie Vilamovska

• Record Nr.: UNINA9910219983303321
• Autore: Hardison Chaitra M
• Pubbl/distr/stampa: Santa Monica, CA, : RAND, 2009
• ISBN: 1-282-39857-1; 9786612398575; 0-8330-4897-X
• Descrizione fisica: 1 online resource (123 p.)
• Collana: Technical Report
• Altri autori (Persone): VilamovskaAnna-Marie
• Disciplina: 378.1/66
• Soggetti: Collegiate Learning Assessment; Universities and colleges - Standards - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Cover; PREFACE; CONTENTS; TABLES; SUMMARY; ACKNOWLEDGMENTS; ABBREVIATIONS; 1. INTRODUCTION; THE COLLEGIATE LEARNING ASSESSMENT; ORGANIZATION OF THIS REPORT; 2. BACKGROUND ON STANDARD SETTING; STANDARD-SETTING TECHNIQUES; EVALUATING STANDARD-SETTING METHODOLOGIES; 3. STANDARD-SETTING STUDY METHOD; PARTICIPANTS; MATERIALS; PROCEDURE; 4. STANDARD-SETTING STUDY RESULTS; WAS THERE CONSISTENCY ACROSS INDIVIDUALS IN WHERE THEYPLACED THE CUT POINTS?; WAS THERE GENERALLY MORE OR LESS AGREEMENT ACROSS INDIVIDUALS ON ONE OF THE THREE CUT POINTS THAN ON THE OTHER TWO?; WAS THERE MORE AGREEMENT BETWEEN INDIVIDUALS ON SOME PTs THAN ON OTHERS?DID THE CONSENSUS STEP TEND TO RAISE OR LOWER STANDARDS?; DID THE CONSENSUS STEP INCREASE THE DIFFERENCE BETWEEN FRESHMAN CUT POINTS AND SENIOR CUT POINTS ON THE SAME STANDARD?; DID THE CONSENSUS STEP BRING THE CUT POINTS CLOSER TOGETHER (REDUCE THE STANDARD DEVIATIONS)?; WAS THERE CONSISTENCY ACROSS TASKS ON THE AVERAGE CUT POINTS?; WAS THERE CONSISTENCY ACROSS PANELS ON WHERE THEY PLACED THE CUT POINTS FOR A GIVEN TASK?; WAS THE DIFFERENCE BETWEEN FRESHMAN AND SENIOR GROUP CONSENSUS STANDARDS ; CONSISTENT ACROSS PTs?; DID THE SORTING STEP INDICATE THE PANELISTS COULD APPLY THEIRGROUP CONSENSUS STANDARDS TO A NEW BATCH OF ANSWERS?5. STANDARD-SETTING STUDY CONCLUSIONS; 6. SUMMARY AND NOTES OF CAUTION; APPENDICES; A. SAMPLE PERFORMANCE TASK SCREEN SHOTS: CRIME; B. LOW-, MID-, AND HIGH-LEVEL CRIME RESPONSES; C. QUESTIONNAIRE ITEM AND SCALE MEANS AND STANDARDDEVIATIONS; D. INDIVIDUAL AND GROUP STANDARD-SETTING RESULTS; E. SORTING RESULTS; F. FEEDBACK FORM MEANS AND STANDARD DEVIATIONS; REFERENCES
• Sommario/riassunto: The Collegiate Learning Assessment (CLA) is a measure of how much students' critical thinking improves after attending college or university. This report illustrates how institutions can set their own standards on the CLA using a method that is appropriate for the CLA's unique characteristics.