Assessment that matters: Integrating the ‘chore’ of department-based assessment with real improvements in political science education

Journal of Political Science Education

Volumn 1, Issue 3, 2005, Pages 277-287

  Deardorff, Michelle D ^a   Folger, Paul J ^b  

^a JACKSON STATE UNIVERSITY   (United States)

^b Heartland Community College   (United States)

Author keywords

Assessment; Departmental assessment; Evaluation; Program review

Indexed keywords

EID: 38149128416     PISSN: 15512169     EISSN: 15512177     Source Type: Journal    
DOI: 10.1080/15512160500261129     Document Type: Article

References (8)

1. American Association of Colleges. 1991. " Political Science." Reports from the Fields: Project on Liberal Learning, Study-in-Depth, and the Arts and Science Major, vol. 2. Washington, D.C.: American Association of Colleges.
2. American Association for Higher Education. 1992. Principles of Good Practice for Assessing Student Learning. Washington, D.C.: AAHE.
3. Banta, Trudy W., J. P. Lund, K. E. Black, and F. W. Oblander. 1996. Assessment in Practice. San Francisco: Jossey-Bass.
4. Deardorff, Michelle D. and Brian D. Posler. 2005. " The Mission-Driven Department: Benefits of Departmental Assessment." PS: Political Science and Politics 38(1) (April): 273-276.
5. Fox, J. Clifford and Scott Keeter. 1996. " Improving Teaching and Its Evaluation: A Survey of Political Science Departments." PS: Political Science and Politics 29 (June): 174-180.
6. Kelly, Marisa and Brian E. Klunk. 2003. " Learning Assessment in Political Science Departments: Survey Results." PS: Political Science and Politics 36 (July): 451-455.
7. Smoller, Fred. 2004. " Assessment is not a Four-Letter Word." PS: Political Science and Politics 37 (October): 871-874.
8. Wahlke, John C. 1991. " Liberal Learning and the Political Science Major: A Report to the Profession." PS: Political Science and Politics 24 (January): 48-60.