Assessment at the Millennium: Now What?

Le résumé fourni par la source

This chapter discusses how three forces such as accountability demands, growing diversification in postsecondary education and paradigm of teaching and learning, are changing and the implications of those changes for assessment. Accreditation activities have historically focused on institutional self-studies and evaluation visits by teams of peers. As states become more sophisticated in identifying and using performance measures, their need will increase for comparable data sets across states. The accountability paradigm will change to focus on institutional improvement, particularly on student learning. The increasing diversification of higher education implies that students, rather than institutions and programs, will become the primary objects of assessment, as they move through multiple higher education venues. Traditional academic credentials, grades and credit hours, are becoming less relevant and credible. Both employers and consumers are increasingly demanding “degrees with integrity” (i.e., with certifiable skills), and assessment will probably move in the direction of providing such certification.

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