![]() ![]() They added that the test didn’t measure knowledge of particular subject matters on which students may have focused their academic careers.īut while students may have subject-specific skills, “in terms of general analytical competencies assessed, large numbers of US college students can be accurately described as academically adrift”, the authors write. Universities responded that the students whose test results provided the foundation for the book probably weren’t particularly motivated to do well, since they had no stake in the outcome. The test has previously been used within universities and university departments considering changes to their programmes and teaching approaches. The Council for Aid to Education, which presses for improved quality at universities, called the authors’ findings “deeply disturbing” and said it would now offer the results of its Comprehensive Learning Assessment test to other scholars. Thanks to the book, the measure is gaining fresh support among advocacy groups. American universities have strenuously resisted exit testing to measure educational outcomes, which was proposed by a national commission on higher education during the George W. ![]()
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