Accountability for Educational Results by David Shupe

By David Shupe

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This is certainly a key indicator to watch within an institution, since a decline in this rate would indicate a need to look more deeply into potential problems. If the statistics indicate a problem, either of these two issues may be important. One can wonder, though, if these are the two questions that are asked because they are the only questions that the conventionally provided data permit to be asked. ‘‘Access’’, after all, does not speak at all to educational results; it simply identifies who is participating with no indication to how well they are doing.

4. What did you decide to do? Yet even if all of the individual reports are submitted electronically, they remain separate documents that are counted as an overall measure of institutional activity. To pull them together in any other way requires someone to write another summary document, which indeed is what happens in current accreditation self-studies, a section of which verbally describes all of the assessment work that is occurring inside the institution. The effect of this collection process is to change the subject, from what students are actually demonstrating (in each assessment project) to what the institution is doing (relative to assessment).

Employers, as a rule, do not expect the actual contents of a transcript to provide much useful information about a student’s readiness for any position. Likewise, reviewers at other academic institutions, while attempting to derive some meaning from a student’s transcript, also require a student to arrange for personal letters of reference to be written on his or her behalf – a separate and time-consuming process that, it is hoped, will provide useful information not found in the transcript. Rubric score: 1.

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