Assessing and validating the outcomes of college

Abstract

A multifaceted assessment process allows the development of each student to be observed and improved as she moves through the curriculum. A corresfionding evaluation process allows the content of curricula to be ualtdated against external, real-world standards.

The Defining Issues Test and the Four Component Model: Contributions to professional education

“…See Rest et al (1986) and Bebeau (1994Bebeau ( , 2001 for summaries of the validation studies. The general strategies for ethical sensitivity assessment have been applied in other professional settings: counsellor education (Volker, 1984), computer users (Liebowitz, 1990, undergraduate education (Mentkowski & Loacker, 1985;McNeel, 1994), geriatric dentistry (Ernest, 1990), social work (Fleck-Henderson, 1994), journalism (Lind, 1997) and school personnel (Brabeck et al, 2000). An ethical sensitivity test places students in real-life situations, where they witness an Downloaded by [New York University] at 08:31 03 June 2015 interaction either on videotape or audiotape.…”

“…Thus, completion of professional training does not ensure development of sensitivity to professional issues. However, studies also show that ethical sensitivity can be improved with instruction (Mentkowski & Loacker, 1985;Bebeau & Brabeck, 1987;Leibowitz, 1990;Sirin et al, submitted). Further, studies show (Bebeau et al, 1985;Bebeau & Brabeck, 1987;Brabeck et al, 2000) that ethical sensitivity is distinct from the ability to reason (Rest's second component) about what ought to be done in the situation.…”

How We know it when we see it: Conceptualizing and assessing integrative and applied learning‐in‐use

“…Yet we know effective assessment programs also seek ways to probe this growth in earlier phases of college. Furthermore, if authentic performances are synthesized and collectively analyzed, they generate needed information about how to improve a program (Alverno College Faculty, 1979Faculty, /1994Loacker and Mentkowski, 1993;Loacker and Rogers, 2005;Mentkowski and Loacker, 1985).…”

Achieving excellence: How will we know?

“…Most efforts seek to assess educational proficiency or gain in student knowledge and skills, though some strive to document student growth in other areas as well. Alverno College is frequently cited for its commitment to a comprehensive student assessment strategy that is integrated fully with the curriculum and that measures such student abilities as problem solving, valuing, and taking environmental responsibility (Alverno College Faculty, 1985;Mentkowski and Loacker, 1985). Similarly, the "talent development" approach to achieving educational excellence (Astin, 1985;Jacobi, Astin, and Ayala, 1987) takes a holistic approach to measuring long-term student growth and development.…”