Assessment Update 2005: Vol 17 Index

2005·0.85 MB·English

Classroom-level assessment
[w oEx Clustering procedure, 1:2
Cocurriculum evaluations | culty Survey o
VOLUME 17 College Student Report, The, 1:15 6:13-14
ollege-level outcomes assessment, 3 row, fF
Olorado State Univ., 1:3 eedback
Academic credit, competency-based, 2:1 ommunity college strate gies
Academic orientation/uncertainty, 5:12, 13 3:9—11; 5:8-16 year experi
Academic progress measure, 6:9 ompetence-based assessment, 2 ollow-up surveys
Accountability, 4:1, 6; 5 omplex skills assessment, 3:12 oundations of Exce
Accreditation, 1:3, 13; 2:6, 7; 3:7-8; 4:10 ymprehensive planning/assessment our-credit-hour cour
11-12; 5:7, 9, 10 omputer science graduates, 4:2-3, 13 reshman Class
ACT Collegiate Assessment of Academic Pro omputer-based testing, 5:8 und for the Imp
ficiency, 2:4 omputerized adaptive testing, | : Education, 5:8
ACT Interest Inventory, 4:15 onferences, assessment, 2 S unding 2
ACT Student Profile Section, 4:14—15 onsortium-based initiative, 3:15
Adaptex software, 5:8, 16 ontinuous improvement culture . jarrison, D. R
Admission tests, 4:14 oordinator, assessment, 6:7 jeneral educatior
Advisory board, 2:6 orporate leaders, 5:9 1, 8, 9-10, 11; €
Alverno College, 5:3; 6:15, 16 ouncil for the Advancement of Standards ir eneralizability ana
American Assn. of State Colleges and Univer Higher Education, 2:12—13 eorgia Institute of
sities, Stewardship of Place initiative, 5:10 ouncil for Higher Education Accreditation 300d assessment
American Federationo f Teachers, 5:10 1-10-11 ckin
American Political Science Assn., 3:12 Course iraduat
American Productivity and Quality Center, 2:9 Credibility, assessmer raduate
American Psychological Assn., 3:12, 13 Criminal justice prog evaluation, 6:1—2 raduate
American Sociological Assn., 3:17 11-12 jraduate
Anderson, T., 1:4 Curriculum planning, 1:13 irayson
Assessment competence, 6:5 sater Expectatior
Assessment culture, 5:1—2, 12-13 Data analysis/use, | jreenway, M. T., 4:¢
Assessment cycle, 4:9 5:2. 9. 10-11. 13
Assessment motivation/incentives, 3:1 Data definitions, 1:8 Hands-on researc
16 Dawis, R Hendricks, M., 4:¢
Assessment results, dissemination of, 3 Deci, E. I Higher educatior
Assessment strategies/tools, 1:3, 4 ; Departmental assessment, 4:7 Higher Learning
2:6, 8, 14-15; 3:9, 15-16; 4:8 Departmental leaders, 4:7, 8-9 Assn., 1:5
12 Direct assessment, 4:8—9, 12 Holland, J. |
Assn. of American Colleges and Universities Director of assessment, 6:6—7 Hornbeck, D
5:9-1] Discipline-specific assessment, 3:1—12 Huberman, A. M
Assor, A., 6:5 Distance program assessment, 1:3 Human subjects re‘
Attitudinal outcomes, 4:12 Diversity, 3:7-8 Humanities, 3:1
Augustine, C. H., 1:14 Documentation, assessment, 2 Hutchings, P., 4:4
Drucker, P. F., 3:5
Bachelor’s programs, 4:11 Indiana State Univ
Back translation process, 2 ; Eastern Michigan Univ Indiana Univ. Center
Banta, T., 1:14; 4:7, 9, 10, 11 Edington, R., 1:4 Research, 1:14
Bass, B. M., 3:3 Educational capital concept, 5:10 Indiana Univ.—Purdue |
Benchmarking, 2:9; 3:16; 5:6, 7 Educational Testing Service, 3:15 2:34 -11
Best practices, 1:9; 2:9; 3:1, 4-6 Einarson, M. K., 1:14; 4:9 Information literacy skill
Birnbaum, R., 3:5 E-learning, 1:3-4 Information sharing, 3:¢
Bloom's taxonomy, 6:14 Electronic course management system, 2:11 Institutional assessment
Blue Ridge Community College, 5:8—16 Electronic submission/filing, 3:10 Institutional learning outcom
Bradley, B., 4:4 Elon Univ., 1:12-13 Institutional mission, 3:4, 5
Bruce, G. D., 1:4 Embedded assessment, 1:5; 3 11; 4:8-9 Integrated Postsecondary Education Data Sys
Budget, 3:16; 5:16 5:7 tems, 4:1
Building a Scholarship of Assessment (Banta), Employers, 1:4; 4:1-3, 13 Interviews, 2:5; 4:2, 3
1:14 Engineering graduates, 4:2—3, 13 ltem-banking software
Business Higher Education Forum, 5:9, 11 Entrepreneurial activities, 3:5
Erwin, T. D., 4:4 James Madison Univ
‘alifornia State Univ., Sacramento, 6 Ethington, C. A., 4:15 Jansen, P., 4:4
‘ampus assessment leader, 3:3—14 Evaluation teams, 6:2—12 Joseph, L., 4:9
‘ampus leaders, 2:4; 3:3—14; 4:7, 8-9; 5:3, Evergreen State College, 5:4—5, 11
14-15; 6:3-15 Ewell, P., 1:7 K-12 education, 3:16
Campuswide outcomes assessment, 3:3 Exit surveys, 6:9 Kaplan, H., 6:5
Central assessment database, | :8—9 Experiential learning, 1:12 Keller, G., 1:12
Chief assessment officer, 6:6 External consultants, 2:6 Kendall, L., 2:14
Civic engagement, 2:3-11 Extracurricular activities, 4:14, 15 Kiely, G. L., 1:14, 15
Knowledge outcomes, 4:11 Partnership, assessment, 5:8—16 Statewide assessment, 3:15—16
Koestner, R., 6:5 Performance indicators, institutional, | 12 Strategic planning, 3:44 —6
Kotler, P., 3:4 Peterson, M. W., 1:14; 4:9 Student affairs administration preparation
Kuh, G. D., 1:12 Pike, G. R., 1:15 standards, 2:12—13
Plantz, M. C., 4:6 Student classification, 4:15
aw, N., 4:9 Policy Center on the First Year of College Student engagement measures
earned societies, 3:12, 13 2:10 6:13-15
earning community, | 2 Portfolios, 2:1—10; 5:7; 6:10—17 Student learning assessment
earning environment, outcomes-based Pratt. K.. 1:3. 4 10-12: 5:-6-7: 6:4—12
2:1-2, 10 Presidents, 3:3—14 Student learning outcomes, |
Liberal arts courses, 5:7 Pretests/posttests, 2
student satisfaction measures
Lobel, M., 12 Primary trait scoring, 2:11 Student Study Habits Project, 5
Lopez, C. I 9 Principles of Good Practice in Assessing Student support programs
Losier, G. F. 6:5 Student Learning, American Assn. for e' 2.4 10-11
Higher Education, 6:8
Maki, P., 1:6 Process measures, 2:3 Suskie, L., 4:11
Mandated assessment, 2 Professional assessment training, 5:16 Systemwide assessment
Marcy, M. B., 4:4
Professional development, 4:7-8
Marshall, C., 2:5
Professional education programs, 1:5-6 Taking Responsibility for the Quality of the
MBA distance education programs, 1:34
Program assessment, 6:1—2, 9 Baccalaureate Degree (report), 5:10
Measuring Up 2004, 4:4; 5:9, 10 Program learning outcomes Tasks for Critical Thinking (instrument), 3:15
Middle States Assn. of Colleges and Schools Program review, 2:11; 3:10—11 Teacher licensure examinations, 5:9
4:10
Purposeful samples, 2:5 Teacher preparation programs, 3:7-8
Miles, M. B., 2:5
Technical degree program outcomes, 3:9, 10
Minority recruitment, 1:12—13
7 - Quadrant analysis, 6:14 1]
fissou ri: ( are t “i foror MMees asuring g Vaailluuee Qualitative studies, 2:5. a oe ;
Ad—d_ed— Stud_e nt cLaemamrininn g, 3:15—l¢€ F Quantitative/scientific reasoning, 2:14—15;c .« 5:8 Temple Univ: ., 1:1—16
Morse, J. A., 4:9 : <
: Test delivery software, 5:8
Motivation theory, 6:4—]
Reaccreditation self-study, 2:11 Testing, 1:14, 15; 2:4—6; 5:6—7
Mt. Hood Community College, 5
Reading assignments, 6:2, 2 festlets, 1:14
Murphy, P. E., 3:4
Reauthorization of the Higher Education Act Texas State Univ._San Marcos, 6:13
— 5:9, 10, 11 ime re rements, 3:5,6
Narrative transcript analysis, 5:5, 11 Sek Hime requireencat
Reeve, J., 6:5 ansfer curriculum, 3:15, 1¢
National Assn. of Independent Colleges and : . n nsfer curriculun - -
Ciitaeiiten % 10 Regional accrediting organizations, 4:10 Transfer partnership, 5:8—16
. cs Rel~a tedness, and motivation, 6:5—12 ansformational leaders, 3:14
National Center for Higher Education Man gait hep ; Transformational leade *
Residence-based tutoring centers, 5:1—2 Transparency, demands for, 5
agement Systems, 1:14
12-13 TreviMs.a Sn.,, 6: 7
National Center for Postsecondary Improve : = whee ' ae
ment, 1:14 { Resource allocationasa, 3:3, 6 Truma: n State Univ., 3:15
National Center for Public Policy in Higher Rossman, G. B., 2:5 Typology of attitudes survey, 1:1
Rubrics, 1:5 I 11;4 pe 16
Education, 5:9
National Council for Accreditation of Teache Ryan, R. M .
Education. 3i: 7-8 nddeerregrr:a duataet e ¢ counsseello r e-dGuUcCaEt ion,) 1| :5-6‘
National student unit record system, 5:10 Samford Univ 3 nited Way of America Logic Model, 4:5
National Survey of Student Engagement, Saandnedresr, s J. R ae1. 1V 65 Reon WayTnayee ColClHeGge,, 32:-9 5
1:12-13, 15; 2:3, 10; 3:7-8, 16; 6:13 ene, St { niv. of Charleston, 2:1—10; 5:14; 6:16
New England Educational Assessment Net Scalelets, 1:14 { niv. , of Missioau ri, 3:3
work, 3:1-2. 12-13 Schein, E., 3:5 { niv. of Missouri—Columbia, 5:14; 6:16
New Jersey Dept. of Higher Education’Cso l Scholarshipo f teaching and learning, 3 Univ. of Tennessee, Knoxville, 3:3
lege Out‘ comes Evaluat. ion Program, 3:15 5:15 { S. Dept. of Education, 4:1(
Newsletters, 2:8 Schorr, L. B., 4:5 { S. Naval Academy, 5:13; ? 6:15, 16
: Ss . ~ssment. 2:12. 13: 5:5 1 ystem ne — 9
Nonacademic departments/programs, 5:1—2 Self-assessment, 2:12, 13 Utah System of Higher Education, 2:4
12-13 Self-determination theory, 6:4—12
Nonp> rofit sector outcomes assessment, 4:4—6 Self-regulation 5 12 Validation, assessment, 2:9
North Central Assn.. 2:7 Self-report measures, 1:4 Value-added assessment
Northeast Missouri State Univ., 3:15; 5:3: Shadow systems, 1:8 Vanek, G. T., 6:7
6:3-14 Silverman, L., 4:4 Vaughan, D. S., 1:14
Northwest Commission on Colleges and Uni Skills outcomes, 4:11—12 Virginia Community College System,
versities. 5:4—5 Smart, J. C., 4:15 2:14—15; 5:8-16
Null values. 1:7 Smith, P., 2:14 Voluntary community service, 2:3-11
Southeastern Oklahoma State Univ., 6:6—8
Olkin, J. M.. 1:4 Southern Illinois Univ. Edwardsville, 1:13 Wainer, H., 1:14, |
On-line survey, 1:3 5:13-14 Watson, J., 1:9
Oregon Assessment Model, 4:1, 13 Specialists, assessment, 6:6, 7-8 Watson, S., 4:5
Our Students’ Best Work (report), 5:9-10 Staff, 4:8 Wiggins, G. P., 4:9
Ownership, assessment, 4:8 Stakeholders, 2:6, 5:10; 6:3-15 Wildey, A. R., 6:7
Standardized tests, 5:6 Workplace readiness, 4:1
Palioff, R. M., 1:3, 4 State Higher Education Executive Officers,
Palomba, C. A., 4:9, 10, 11 3 5:10-11 Zubizarreta, J., 6:10
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