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In my work in outcomes assessment,nthe part I like best is listening to or readingnabout the experiences of others as theynengage in assessment. That is one of thenreasons I enjoy working on AssessmentnUpdate, and it is the principal impetusnfor my developing for publication severalncollections of articles from AssessmentnUpdate on specifi c topics in recentnyears. In the 1990s, this interest led mento work with colleagues on a compilationnof eighty-six brief case studies of campusnassessment practice that was published in 1996 as Assessment in Practice: PuttingnPrinciples to Work on College Campusesn(Banta, Lund, Black, and Oblander, 1996).nNow, in 2008, I have spent many weekendsnworking with colleagues Beth Jones, professornof higher education leadership atnWest Virginia University, and Karen Black,ndirector of program review at Indiana University–nPurdue University Indianapolis, onna new book that contains forty-nine fullyndeveloped profi les of institutional goodnpractice in assessment and references tonsome 130 additional examples that are notnincluded in their entirety. Our hope is thatnJossey-Bass will have this book in print innspring 2009 with the title Designing EffectivenAssessment: Principles and Profi les ofnGood Practice.
机译:在成果评估工作中,我最喜欢的部分是聆听或阅读他人的经验,以此作为评估的动力。这是我喜欢在AssessmentnUpdate上工作的原因之一,这也是我最近几年针对特定主题评估的几本论文集的主要推动力。在1990年代,这种兴趣促使Mento与同事合作,撰写了一份关于校园评估实践的86例简短案例研究,该研究于1996年出版,名为《实践评估:将原则应用于大学校园》(Banta,Lund,Black和Oblander,1996年)。 )。现在,在2008年,我花了很多周末与西弗吉尼亚大学高等教育领导教授贝丝·琼斯和印第安纳大学普渡大学印第安纳波利斯分校课程审查主任卡伦·布莱克一起工作,这本新书包含了49本书,评估过程中的机构良好行为规范,并引用了不成熟的130个其他示例。我们希望nJossey-Bass可以在2009年春季出版此书,标题为“设计有效评估:良好实践的原则和专业”。

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