№ files_lp_3_process_7_071651
An analytical article discussing conceptual interpretations of assessment within higher education and examining its relation to science, design, and literary interpretation in the context of institutional practice and accreditation debates.
Author: David K. Dirlam
Date: December 6, 2016
Series: Emerging Dialogue (Part III)
Subject: Meaning and usage of assessment in higher education
Topic: Science, design, and interpretation of learning and teaching
Organization referenced: Association for Assessment of Learning in Higher Education (AALHE)
Contributors referenced: Matthew Fuller; Erin Crisp
Type of document: Analytical article
Field: Higher education
Focus: Distinction between assessment and evaluation; methodologies of improvement
Intended audience: Higher education faculty, assessment professionals, academic administrators
Context: Ongoing professional debate on assessment practices and accreditation
Price: 8 / 10 USD
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