EDUC 784 Quiz 1
EDUC 784 Quiz 1
- Students should participate in assessment projects but should not be involved in conducting or assessing assessment projects.
- At Cochise College, faculty described what student outcomes assessment is not. Their list included —
- The most basic assessment responsibility of students is to participate in both direct and indirect assessment activities.
- Expectations for each individual or group involved in assessment help to clarify and delineate which of the following?
- Examples of activities used to collect routine assessment data that do not need IRB approval include all but
- Faculty members need not be involved in assessment activities if there is a committee that controls the assessment process.
- Faculty have a better chance of achieving the objectives of learning if they explain to students what they want them to
- Faculty can report their assessment efforts annually as —
- Serving on assessment committees and task forces are two examples of —
- Typical guidelines for applying to receive a faculty assessment grant include all but
- The most important element in eliciting student acceptance of assessment is
- If you were talking to faculty about the three R’s of assessment, which of the following would not be included:
- Which one of the following is not a way that faculty have an opportunity to learn about assessment on their own campuses?
- Assessment resources for faculty include which of the following?
- Which of the following would not be why faculty and administrators resist assessment?
- Penn (2011) warns against “best intentions” that can impede assessment, such as underselling what can be accomplished through assessment.
- Hutchins (2010) advises “matching tasks to talents and needs to interests” to motivate students to take responsibility for an appropriate aspect of assessment.
- Resources to help students fulfill their assessment responsibilities include all of the following except
- Fortunately, information collected through assessment strategies rarely reflects upon individual faculty members.
- Feedback, opportunities for reflection, improved programs, and tangible rewards are all examples of —