When It’s Bad Cess to Assess!

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dc.contributor.authorFreyman, Jay
dc.date.accessioned2018-09-12T19:13:09Z
dc.date.available2018-09-12T19:13:09Z
dc.date.issued2006
dc.descriptionJournal of the National Collegiate Honors Councilen
dc.description.abstractIt seems to me that efforts at outcome assessment in higher education are deficient because of a failure to understand what exactly it is that is being or should be assessed. Certainly, the object of such assessment should not be what, if anything, the student has learned in courses; grades for course work, grade inflation notwithstanding, should suffice to tell that tale.en
dc.description.urihttps://digitalcommons.unl.edu/nchcjournal/11/en
dc.format.extent3 pagesen
dc.genrejournal articleen
dc.identifierdoi:10.13016/M2Z02ZC6H
dc.identifier.citationJay Freyman, When It’s Bad Cess to Assess!, Journal of the National Collegiate Honors Council, 7:1, Spring/Summer 2006. https://digitalcommons.unl.edu/nchcjournal/11/en
dc.identifier.urihttp://hdl.handle.net/11603/11282
dc.language.isoenen
dc.publisherDigital Commonsen
dc.relation.isAvailableAthe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Ancient Studies Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Honors College
dc.rightsThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please contact the author.
dc.subjectHonors education
dc.subjectacademic assessment
dc.subjectobject of assessmenten
dc.subjectmethod of assessmenten
dc.subjecthigher educationen
dc.titleWhen It’s Bad Cess to Assess!en
dc.title.alternativeWhen It’s Bad Cess to Assessen
dc.typeTexten

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