A Message for Governors and State Legislators: "The Minimum Competency Approach Can Be Bad for the Health of Higher Education."

Autor/in	Anrig, Gregory R.
Titel	A Message for Governors and State Legislators: "The Minimum Competency Approach Can Be Bad for the Health of Higher Education."
Quelle	(1986), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Standards; College Students; Educational Assessment; Educational Objectives; Educational Quality; Evaluation Criteria; Government School Relationship; Higher Education; Institutional Autonomy; Minimum Competencies; Outcomes of Education; Skill Development; Student Evaluation + Suchen Sie Ihr Suchwort? Collegestudent; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Autonomie; Fundamentum; Mindestwissen; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung
Abstract	Aspects of proposed higher education reforms that involve assessment of students learning are clarified by the president of the Educational Testing Service. Governors and state legislators are advised not to adopt state minimum competency standards for higher education. It is claimed that the responsibility for setting instructional standards and academic policy rests with the college and that higher education is concerned with much more than minimum competencies. To be successful any general assessment program would require consensus on the essentials of a higher education, and this task is complex because of the diversity of academic, professional, and career programs. In addition, tests alone cannot evaluate institutions. Elements of an assessment approach that may be workable include: (1) focusing on mastery of knowledge and skills in a field; (2) recognizing that specific knowledge and skills required of students will differ by college; (3) applying assessment results to improve students and instruction; and (4) using a wide range of data and measures for the assessment. Differences between educational goals of higher education and elementary/secondary education that affect assessment are noted. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC