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Author: National Learning Corporation Publisher: Admission Test ISBN: 9780837358383 Category : Study Aids Languages : en Pages : 0
Book Description
The Collegiate Learning Assessment Test (CLA+) Passbook(R) prepares you for your exam by allowing you to take practice tests modeled after and similar to the selective-response questions found on the CLA+. These questions cover scientific & quantitative reasoning, critical reading & evaluation, and critiquing arguments, and require test-takers to base their answers on a series of supporting documents, including but not limited to: graphs, charts, tables, photos, articles, memos and emails.
Author: National Learning Corporation Publisher: Admission Test ISBN: 9780837358383 Category : Study Aids Languages : en Pages : 0
Book Description
The Collegiate Learning Assessment Test (CLA+) Passbook(R) prepares you for your exam by allowing you to take practice tests modeled after and similar to the selective-response questions found on the CLA+. These questions cover scientific & quantitative reasoning, critical reading & evaluation, and critiquing arguments, and require test-takers to base their answers on a series of supporting documents, including but not limited to: graphs, charts, tables, photos, articles, memos and emails.
Author: National Learning Corporation Publisher: Passbooks ISBN: 9781731858382 Category : Study Aids Languages : en Pages : 324
Book Description
The Collegiate Learning Assessment Test (CLA+) Passbook(R) prepares you for your exam by allowing you to take practice tests modeled after and similar to the selective-response questions found on the CLA+. These questions cover scientific & quantitative reasoning, critical reading & evaluation, and critiquing arguments, and require test-takers to base their answers on a series of supporting documents, including but not limited to: graphs, charts, tables, photos, articles, memos and emails.
Author: Richard Arum Publisher: University of Chicago Press ISBN: 0226028577 Category : Education Languages : en Pages : 272
Book Description
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Author: Braden J. Hosch Publisher: ISBN: Category : Languages : en Pages : 13
Book Description
Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master's-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent problematic intervening variables in the measurement of student learning. Findings from successive administrations of the instrument reveal wide year-to-year variations in student performance related to time on test and motivation. Significant additional study of these factors should likely be prioritized ahead of adoption of accountability practices that rely upon low-stakes testing to measure student learning and demonstrate institutional effectiveness. Survey Results with Time on Test and Test Scores (F '08, Sp. '09 & F '09) are appended. (Contains 8 tables and 3 footnotes.).
Author: Chaitra M. Hardison Publisher: Rand Corporation ISBN: 0833047477 Category : Education Languages : en Pages : 123
Book Description
"This report describes the application of a technique for setting standards on the Collegiate Learning Assessment (CLA), a measure of critical thinking value-added at higher education institutions. The goal of the report is to illustrate how institutions can set their own standards on the CLA using a method that is appropriate for the unique characteristics of the CLA." -- provided by publisher.
Author: Richard Shavelson Publisher: Stanford University Press ISBN: 0804761205 Category : Education Languages : en Pages : 256
Book Description
This book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.
Author: Stephen M. Kosslyn Publisher: MIT Press ISBN: 0262536196 Category : Education Languages : en Pages : 457
Book Description
How to rebuild higher education from the ground up for the twenty-first century. Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world's students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.
Author: Paul Tough Publisher: Mariner Books ISBN: 9780544944480 Category : EDUCATION Languages : en Pages : 0
Book Description
The bestselling author of How Children Succeed returns with a devastatingly powerful, mind-changing inquiry into higher education in the U.S.
Author: Charles Murray Publisher: Crown Forum ISBN: 0307405397 Category : Education Languages : en Pages : 226
Book Description
"The most talked-about education book this semester." —New York Times From the author of Coming Apart, and based on a series of controversial Wall Street Journal op-eds, this landmark manifesto gives voice to what everyone knows about talent, ability, and intelligence but no one wants to admit. With four truths as his framework, Charles Murray, the bestselling coauthor of The Bell Curve, sweeps away the hypocrisy, wishful thinking, and upside-down priorities that grip America’s educational establishment. •Ability varies. Children differ in their ability to learn, but America’s educational system does its best to ignore this. •Half of the children are below average. Many children cannot learn more than rudimentary reading and math. Yet decades of policies have required schools to divert resources to unattainable goals. •Too many people are going to college. Only a fraction of students struggling to get a degree can profit from education at the college level. •America’s future depends on how we educate the academically gifted. It is time to start thinking about the kind of education needed by the young people who will run the country.
Author: National Learning Corporation
Author: National Learning Corporation
Author: National Learning Corporation
Author: National Learning Corporation
Author: Richard Arum
Author: Braden J. Hosch
Author: Chaitra M. Hardison
Author: Richard Shavelson
Author: Stephen M. Kosslyn
Author: Paul Tough
Author: Charles Murray