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By Gary R. Pike

What does university train, relatively? As calls for for responsibility accentuate, significant size of extensive university results turns into more and more vital. the following, you will take a trip during the historical past of review tools, beginning with the production of the 1st common results review instruments within the Nineteen Eighties. you are going to stick to the evolution of the instruments, writing and demanding considering, and eventually the idea that of value-added research, an attractive yet elusive target for assessors.

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Extra info for Assessing the Generic Outcomes of College: Selections from Assessment Measures (Assessment Update Special Collections)

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The deviation score indicates the extent to which students at an institution have higher or lower CLA scores than would be expected based on the students’ admission test scores (ACT and SAT scores). The deviation scores are residual scores derived from a model in which all participating students’ CLA scores are regressed on ACT and SAT scores. Based on charts in the CAE publication Collegiate Learning Assessment: Institutional Report, it appears that separate regression analyses are conducted for first-year students and seniors.

Research on the administration of the test to more than 1,000 students at UTK provides additional evidence of test validity. First, factor analysis of the nine cluster scores on the long form of the test reproduced the test’s four subject-area scores. Second, analysis of the relationships between students’ subject-area scores and their coursework in history, humanities, mathematics, natural science, and social science revealed that coursework in mathematics was significantly related to mathematics scores, natural science coursework to science scores, and history coursework to social studies scores.

Narrative, expository, or persuasive) should be used? , holistic or analytic) should be used? Answers to these questions will define the nature of the writing assessment program. From Assessment Update 5:5 (1993). Since coming to the Center for Educational Assessment (CEA) in January, one of my major projects has been the statewide assessment of student writing for grades K–12. Because many colleges and universities are interested in assessing the quality of student writing as part of their evaluation of general education programs (or their writing-across-thecurriculum programs), I thought that it might be helpful to recount some of our experiences.

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