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Student assessment in the context of...

Scroggs, Lori Elizabeth.

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Student assessment in the context of quality: One community college's journey.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student assessment in the context of quality: One community college's journey./
Author:	Scroggs, Lori Elizabeth.
Description:	290 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2758.
Contained By:	Dissertation Abstracts International64-08A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101964

Student assessment in the context of quality: One community college's journey.
Scroggs, Lori Elizabeth.

Student assessment in the context of quality: One community college's journey. - 290 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2758.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2003.

While the goals of a high quality student assessment program include both improved student learning and improved institutional effectiveness, community colleges must also perform assessment to conform to external pressures. Historically, and in many cases currently, assessment has been undertaken to satisfy accountability mandates of state boards, national funding or oversight agencies, and regional accreditation associations (Banta, 1993; Ewell, 1993, 1994b).Subjects--Topical Terms:

1018008
Education, Community College.

Student assessment in the context of quality: One community college's journey.
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100 1 $a Scroggs, Lori Elizabeth. $3 1948602
245 1 0 $a Student assessment in the context of quality: One community college's journey.
300 $a 290 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2758.
500 $a Adviser: Scott D. Johnson.
502 $a Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2003.
520 $a While the goals of a high quality student assessment program include both improved student learning and improved institutional effectiveness, community colleges must also perform assessment to conform to external pressures. Historically, and in many cases currently, assessment has been undertaken to satisfy accountability mandates of state boards, national funding or oversight agencies, and regional accreditation associations (Banta, 1993; Ewell, 1993, 1994b).
520 $a Community colleges face special challenges in the practice of student assessment due to the complexities associated with their comprehensive missions, as well as the diversity of their students. The growth in the number of minority students has been dramatic, and exceeds the proportions represented in universities (Phillippe & Patton, 2000). In addition, 63% of community college students attend part-time, suggesting the large number of non-traditional students taking advantage of the varied program offerings (Phillippe & Patton, 2000). The vast array of programs of study reflecting the distinctive missions, coupled with the varied nature of students' goals and intentions render the measure of college impact challenging (Alfred, Ewell, Hudgins, & McClenney, 1999; Cohen & Brawer, 1996).
520 $a History offers examples of efforts to quantify and measure both cognitive and behavioral outcomes, specifically through the evolution and growth of program evaluation. Program evaluation functioned as a precursor to assessment, and preceded the consideration of student development theory as an appropriate theoretical framework (Banta, 1993). Continuous quality improvement (CQI) principles have more recently been offered as an appropriate framework through their application toward improved institutional effectiveness. Quality principles focus on the processes of the institution, rather than exclusively on outcomes, and complement assessment efforts.
520 $a In order to understand this complicated interplay between assessment, accountability, quality improvement, and institutional effectiveness in the community college, this case study explored the processes that tied the assessment of student learning to a community college district's continuous quality improvement initiative. The interpretive design of this qualitative research project featured emerging thematic and contextual data that revealed one community college's journey to incorporate assessment into a continuous quality improvement paradigm.
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790 1 0 $a Johnson, Scott D., $e advisor
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791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101964