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Assessment in Higher Education brings together in one place most of
the major issues confronting higher education in the 1990s. These
include enhancing student access, development, and success in
higher education; transforming admissions testing to meet expanding
educational needs; resolving the politics of accountability by
assessing quality outcomes of higher education; assuring fair
assessment responsive to human diversity; and facing the
technological future of higher education. An integrative thread
that weaves through all of these issues is the concept of equity,
especially as it bears on social justice in education and on
fairness in assessment. Another integrative thread is the role of
computer and multimedia technology not only in improving the
efficiency and power of all the functions of higher education
assessment, but also in revolutionizing the delivery of higher
education itself.
This volume brings together leading researchers in a major new
effort to bridge the historical gap between the domains of ability
and personality. The result is a remarkable collection of chapters
analyzing critical issues at the interface--style, structure,
process, and context. Contributors address:
* intelligence and its relation to temperament and
character-hierarchical models of cognition and personality;
judgmental data in personality research; and structural issues in
ability and personality;
* intelligence and conation-goal theories; the role of conation in
the learning environment; motivation and arousal;
* intelligence and style-stylistic preferences; the role of
disposition; cognitive style and its measurement; test taking
style; and
* intelligence and personality in context-regularities of
functioning; contextual effects in cultural variation; control and
consistency; the concept of "successful intelligence."
"Assessment in Higher Education" brings together in one place most
of the major issues confronting higher education in the 1990s.
These include enhancing student access, development, and success in
higher education; transforming admissions testing to meet expanding
educational needs; resolving the politics of accountability by
assessing quality outcomes of higher education; assuring fair
assessment responsive to human diversity; and facing the
technological future of higher education. An integrative thread
that weaves through all of these issues is the concept of equity,
especially as it bears on social justice in education and on
fairness in assessment. Another integrative thread is the role of
computer and multimedia technology not only in improving the
efficiency and power of all the functions of higher education
assessment, but also in revolutionizing the delivery of higher
education itself.
This volume brings together leading researchers in a major new
effort to bridge the historical gap between the domains of ability
and personality. The result is a remarkable collection of chapters
analyzing critical issues at the interface--style, structure,
process, and context. Contributors address: * intelligence and its
relation to temperament and character-hierarchical models of
cognition and personality; judgmental data in personality research;
and structural issues in ability and personality; * intelligence
and conation-goal theories; the role of conation in the learning
environment; motivation and arousal; * intelligence and
style-stylistic preferences; the role of disposition; cognitive
style and its measurement; test taking style; and * intelligence
and personality in context-regularities of functioning; contextual
effects in cultural variation; control and consistency; the concept
of "successful intelligence."
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