Accountability for Educational Results - download pdf or read online

By David Shupe

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However, since this review only occurs at the end of each academic term, any organizational attempt to notice failing students during an academic term – often called ‘‘an early warning system’’ – has to be an extra, off-system process. Rubric score: 1. The institution provides minimal opportunity for a student to intentionally improve or for the institution to acknowledge or assist individual student improvement. Credits/grades: organizational improvement. The credits/grades system model contributes practically nothing to the purpose of organizational improvement.

Likewise, those who advocate academic audits have also incorporated elements of other models that provide more rigor and structure to that process[5]. Over the last two decades, academic institutions have begun to use (or to add) six other models for attending to educational results. Four of these are adaptations of methods that were previously used in different settings for different purposes. This leads us first to examine these four models – standardized tests, surveys, portfolios, and quality improvement programs.

Rubric score: 0. The model does not address this purpose. Peer-review: individual student improvement. This model pays no attention to individual students. Rubric score: 0. The model does not address this purpose. Peer-review: organizational improvement. In evaluating the strengths and weaknesses of peer-reviewed self-assessment in the accreditation of US academic institutions, it is necessary to note that changes have twice been made, once around 1989-1991 and once again around 2002-2004. Prior to these changes, the results of accreditation visits were strictly held internally.

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Accountability for Educational Results by David Shupe

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