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[null,"1.","Record Nr.",null,"UNISA990000780020203316"]
[null,null,"Autore",null,"SCAPPATICI, Tommaso"]
[null,null,"Titolo",null,"Il caso Panzini / Tommaso Scappaticci"]
[null,null,"Pubbl/distr/stampa",null,"Napoli[etc.] : Edizioni scientifiche italiane, 2000"]
[null,null,"ISBN",null,"88-495-0049-1"]
[null,null,"Descrizione fisica",null,"183 p. ; 21 cm"]
[null,null,"Collana",null,"Letteratura italiana ; 20"]
[null,null,"Disciplina",null,"853.912"]
[null,null,"Soggetti",null,"Panzini, Alfredo"]
[null,null,"Collocazione",null,"VI.3. Coll.91/ 7(V C Coll 142/20)"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910219983303321"]
[null,null,"Autore",null,"Hardison Chaitra M"]
[null,null,"Titolo",null,"The Collegiate Learning Assessment : setting standards for performance at a college or university / / Chaitra M. Hardison, Anna-Marie Vilamovska"]
[null,null,"Pubbl/distr/stampa",null,"Santa Monica, CA, : RAND, 2009"]
[null,null,"ISBN",null,"1-282-39857-1"]
[{"$nulls":4},"9786612398575"]
[{"$nulls":4},"0-8330-4897-X"]
[null,null,"Descrizione fisica",null,"1 online resource (123 p.)"]
[null,null,"Collana",null,"Technical Report"]
[null,null,"Disciplina",null,"378.1/66"]
[null,null,"Soggetti",null,"Collegiate Learning Assessment"]
[{"$nulls":4},"Universities and colleges - Standards - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Cover; PREFACE; CONTENTS; TABLES; SUMMARY; ACKNOWLEDGMENTS; ABBREVIATIONS; 1. INTRODUCTION; THE COLLEGIATE LEARNING ASSESSMENT; ORGANIZATION OF THIS REPORT; 2. BACKGROUND ON STANDARD SETTING; STANDARD-SETTING TECHNIQUES; EVALUATING STANDARD-SETTING METHODOLOGIES; 3. STANDARD-SETTING STUDY METHOD; PARTICIPANTS; MATERIALS; PROCEDURE; 4. STANDARD-SETTING STUDY RESULTS; WAS THERE CONSISTENCY ACROSS INDIVIDUALS IN WHERE THEYPLACED THE CUT POINTS?; WAS THERE GENERALLY MORE OR LESS AGREEMENT ACROSS INDIVIDUALS ON ONE OF THE THREE CUT POINTS THAN ON THE OTHER TWO?"]
[{"$nulls":4},"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?"]
[{"$nulls":4},"DID THE SORTING STEP INDICATE THE PANELISTS COULD APPLY "]
[{"$nulls":4},"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"]
[null,null,null,"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."]