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Autore: |
Hardison Chaitra M
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Titolo: |
The Collegiate Learning Assessment : setting standards for performance at a college or university / / Chaitra M. Hardison, Anna-Marie Vilamovska
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Pubblicazione: | Santa Monica, CA, : RAND, 2009 |
Descrizione fisica: | 1 online resource (123 p.) |
Disciplina: | 378.1/66 |
Soggetto topico: | Collegiate Learning Assessment |
Universities and colleges - Standards - United States | |
Altri autori: |
VilamovskaAnna-Marie
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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. |
Titolo autorizzato: | The Collegiate Learning Assessment ![]() |
ISBN: | 1-282-39857-1 |
9786612398575 | |
0-8330-4897-X | |
Formato: | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione: | Inglese |
Record Nr.: | 9910219983303321 |
Lo trovi qui: | Univ. Federico II |
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