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By David Shupe

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The reason that these two are not our topic is that these tests evaluate students prior to their acceptance or enrollment in a college or university and therefore cannot and do not speak to that institution’s educational results. The third common use of standardized tests that is also not our topic are the certification exams imposed by professional associations after a student graduates from college and prior to acceptance into professional work, in nursing, law, and other professional fields.

Again, a written self-study is expected, and an accreditation team is created that is drawn from those who are expected to fundamentally understand what they are reviewing by virtue of their professional experience in a similar program or institution. State universities are evaluated by those who work in other state universities. The same is true for private liberal arts colleges, for professional schools, for community colleges, and for technical colleges. What are being examined, most often, are written descriptions of processes and practices.

If this were to occur, what type of data does this provide to external constituencies? Again, at their best (say with NSSE or CCSSE), surveys aggregate data that speak to the educational setting but not to results. Rubric score: 1. The institution provides general information on aspects of the educational process, without attention to actual educational results. E. Quality improvement projects Quality improvement programs originated in business corporations, and following their increasing use in business in the 1980s, they were adapted for use in academic institutions in the 1990s.

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Accountability for Educational Results by David Shupe


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