By Cao Z., Tang S., Cheng G.
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B. (1996). Faculty satisfaction with institutional support as a complex concept: Collegiality, workload, autonomy. Paper presented at the annual meeting of the American Educational Research Association, New York. Pratt, L. (1995). Statements of outcomes/objectives and assessment at the department level. In J. ), A practitioner’s handbook for institutional effectiveness and student outcomes assessment implementation (pp. 146–156). New York: Agathon Press. Rogers, B. (1995). Setting and evaluating intended educational (instructional) outcomes.
Christ & Hynes, 1997, p. 79) The point is that these objectives, which were linked to the mission statement, provide a framework which can ultimately, after each objective is carefully “operationalized,” be used to measure success (see Appendix B). Ackoff’s (1986) second characteristic encourages mission statements that identify a program’s uniqueness relative to other programs. This can be approached from at least two directions. First, a media program obtains an advantage (especially in a time of reduced or limited resources) by indicating what unique or special contributions it makes to the university as a whole.
Content validity—Is there a correspondence between the test content and the departmental objectives? 2. Reliability—Are the scores consistent over time and across alternate forms? 3. Is the instrument appropriate for the target population? 4. Is the data normative to allow appropriate interpretation? 2. DEVELOPING THE ASSESSMENT PLAN 27 Analysis and Use of Results All of the planning, scheduling, timing, and testing is worthless unless the final analysis is complete: How can these data be used to improve or assist the program?
3D analysis of functionally graded material plates with complex shapes and various holes by Cao Z., Tang S., Cheng G.