Search results for: Dixon-Krauss Lisbeth

The purpose of this case study was to investigate the impact of using an electronic assessment systems (EAS) beyond meeting minimal teacher education program compliance obligations. The findings reveal that many of the challenges the authors have encountered while implementing this yearly evaluation cycle fall into three categories: data, analysis, and ownership. Based on their experiences, the authors suggest a framework for the systematic, continuous review of assessment data, a Yearly Program Evaluation Cycle. They argue that having a systematic assessment model helps build agreement among faculty and administration regarding assessment planning, analyzing results, and, then later, implementing the changes based on this analysis.