Costs and Benefits of Assessment in Post-Secondary Education. ASHE 1987 Annual Meeting Paper [microform] / Darrell R. Lewis and Anna M. Wasescha.
A conceptual framework for considering the costs and benefits of postsecondary education assessment is presented, along with a typology linking the costs of evaluation to their informational benefits. A number of cost-analysis paradigms and techniques for assessing alternative evaluation projects at...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1987.
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| 100 | 1 | |a Lewis, Darrell R. | |
| 245 | 1 | 0 | |a Costs and Benefits of Assessment in Post-Secondary Education. ASHE 1987 Annual Meeting Paper |h [microform] / |c Darrell R. Lewis and Anna M. Wasescha. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 45 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (San Diego, CA, February 14-17, 1987). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED281478. | ||
| 520 | |a A conceptual framework for considering the costs and benefits of postsecondary education assessment is presented, along with a typology linking the costs of evaluation to their informational benefits. A number of cost-analysis paradigms and techniques for assessing alternative evaluation projects at the institutional level are also examined. The objective is to assist policy and decision makers at the institutional level. The cost analysis recommended for determining direct resource costs is known as a "resource components approach" to costing out educational programs. This approach requires specifying and measuring the specific resources employed within each evaluation project, and then valuing and costing each of these resources to determine the total costs for each project. A number of incidental and opportunity costs that are likely to result from higher education assessment are identified, along with direct information benefits of assessment and important indirect benefits. Approaches for budgeting for the cost of evaluation are also reviewed, and the use of cost-utility in assessing evaluations is addressed. (SW) | ||
| 521 | 8 | |a Policymakers. |b ericd. | |
| 521 | 8 | |a Administrators. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Cost Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 1 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Program Costs. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
| 700 | 1 | |a Wasescha, Anna M. | |
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