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71.
Ou Lydia Liu 《Educational Measurement》2017,36(2):34-41
Student learning outcomes assessment has been increasingly used in U.S. higher education institutions over the last 10 years, partly fueled by the recommendation from the Spellings Commission that institutions need to demonstrate more direct evidence of student learning. To respond to the Commission's call, various accountability initiatives have been launched, profoundly reshaping how assessment has been viewed, implemented, and used in higher education. This article reviews the conceptual and methodological challenges of the assessment agenda for one of the landmark accountability initiatives, the Voluntary System of Accountability, and also documents the notable shift from a strong focus on accountability to an increasing emphasis on internal improvement. This article then discusses the most recent developments in assessment approaches and tools, and proposes a four‐element, one‐enabler assessment cycle for institutions to maximally benefit from their assessment efforts. 相似文献
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Ou Lydia Liu 《Educational Measurement》2011,30(3):2-9
Higher education institutions are becoming increasingly accountable to stakeholders at many levels as the federal government, accrediting organizations, and the public place a stronger emphasis on student learning outcomes. Evidence of student learning that is comparable across institutions is of urgent demand. Various accountability initiatives such as the Voluntary System of Accountability (VSA) mark a milestone in the evaluation of instructional effectiveness of higher education using standardized outcomes assessment. Although the current accountability initiatives hold great potential in evaluating institutional effectiveness, some design and methodological issues need to be addressed before outcomes assessment can be best utilized. In this paper, I (a) review the need for outcomes assessment in higher education, (b) discuss the VSA initiative, (c) summarize the most prominent challenges facing outcomes assessment for accountability purposes, and (d) discuss future directions of research in advancing accountability assessment in higher education. 相似文献
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Research in Science Education - This paper contributes to a small but significant body of research addressing issues of prejudice in science education. It is written in the form of a critical... 相似文献
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Ou Lydia Liu 《Higher Education》2011,61(4):445-461
Evaluation of the effectiveness of higher education has received unprecedented attention from stakeholders at many levels.
The Voluntary System of Accountability (VSA) is one of the initiatives to evaluate institutional core educational outcomes
(e.g., critical thinking, written communication) using standardized tests. As promising as the VSA method is for calculating
a valueadded score and allowing results to be comparable across institutions, it has a few potential methodological limitations.
This study proposed an alternative way of value-added computation which takes advantage of multilevel models and considers
important institution-level variables. The institutional value-added ranking was significantly different for some of the institutions
(i.e., from being ranked at the bottom to performing better than 50% of the institutions) between these two methods, which
may lead to substantially different consequences for those institutions, should the results be considered for accountability
purposes. 相似文献
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The purpose of this study was to examine the effects of a short-term time management training programme on perceived control of time and perceived stress. The sample of 177 freshmen was randomly assigned to a time management training (n?=?89) and an active control group (CG) (n?=?88). We expected that an increase in external demands during the first weeks of the semester would lead to more perceived stress in the CG, but not in the time management training group, due to the time management intervention. As hypothesised, perceived stress increased in the CG, but not in the time management training group. Furthermore, perceived control of time increased in the time management training group but remained unchanged in the CG. Even a rather short intervention of 2?h can protect freshmen from an increase in perceived stress at the beginning of the semester. 相似文献
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ResumenSe plantee el problema de la interiorización de las acciones materiales en los niños de edad preescolar. Los autores conciben el pensamiento como el componente ideal de la actividad real del hombre en cuanto ser social. El objetivo de la investigación, que emplea como ejemplo las operaciones implicadas en la adn matemática, es el de identificar algunas de las condiciones psicológicas del origen de las acciones mentales reducidas. Los datos demostraron que una de las condiciones significativas para la transformación de la acción real de adición orientada a los objetos en una acción mental es el cambio del modo en que ésta se ejecuta. Este cambio se basa en la diferente relación o proporción entre los real-material y los simbólico-verbal empleados en la fijación de los objetos. La investigación intenta precisar, por tanto, algunos de los aspectos relacionados con los mecanismos de interiorización de las acciones. 相似文献