TY - JOUR
AU - Terenzini, Patrick T.
AB - j-E Patrick T. Terenzini Pitfalls in Studying Student Outcomes There can be little doubt that "assessment" is here to stay. At least seven national reports have appeared in the last five years, all critical of higher education in America and all giving a central role to "assessment" - the measurement of the educational impact of an institution on its students. At least eleven states have adopted for­ mal assessment requirements [10], as many more are moving in that direction, and regional accrediting associations are writing student outcomes assessment activities into their reaccreditation requirements. The fact that the origins of the push toward assessment are external to most campuses is significant. Surveys indicate that while "over 50 percent of college administrators support assessing general educa­ tion, . . . only 15 percent report doing anything about it. In the more support the complex area of 'value-added 'assessment, some 65 percent concept but less than 10 percent are fielding value-added programs" [10, p. 25]. The clear implication of these findings is that for many colleges and universities, assessment is a relatively new undertaking: they are either just beginning to explore and implement assessment programs, or they have not yet even begun. 
TI - Assessment with Open Eyes
JF - The Journal of Higher Education
DO - 10.1080/00221546.1989.11775076
DA - 1989-11-01
UR - https://www.deepdyve.com/lp/taylor-francis/assessment-with-open-eyes-bwhObZfHe5
SP - 644
EP - 664
VL - 60
IS - 6
DP - DeepDyve
ER -