University Program Evaluation and Formative Assessment Members of the Department of Audiology and Speech Sciences (AUS) at Purdue University embarked upon a series of tasks during the past academic year to develop a program evaluation model that incorporates formative assessment. Formative assessment is a system of evaluations that documents how an individual has met the ... Article
Article  |   October 01, 2002
University Program Evaluation and Formative Assessment
Author Affiliations & Notes
  • Janet Harrison
    Department of Audiology and Speech Sciences, Purdue University, West Lafayette, IN
Article Information
Professional Issues & Training / Articles
Article   |   October 01, 2002
University Program Evaluation and Formative Assessment
SIG 10 Perspectives on Issues in Higher Education, October 2002, Vol. 5, 9-12. doi:10.1044/ihe5.2.9
SIG 10 Perspectives on Issues in Higher Education, October 2002, Vol. 5, 9-12. doi:10.1044/ihe5.2.9
Members of the Department of Audiology and Speech Sciences (AUS) at Purdue University embarked upon a series of tasks during the past academic year to develop a program evaluation model that incorporates formative assessment. Formative assessment is a system of evaluations that documents how an individual has met the requirements for an educational program to demonstrate satisfactory performance in target areas of knowledge and skills using periodic assessment in such areas as critical thinking, decision making, and problem-solving. Measures include oral and written components as well as demonstrations of clinical proficiency. To meet ASHA requirements, documentation of the results of formative assessment are to be maintained and verified by the program director and made available upon request. The development of the Purdue Program Evaluation Model was based on an explanation of the new ASHA standards published by the Council on Academic Accreditation in Audiology & Speech Language Pathology (1999), which identified five essential components for quality education programs: (a) administrative structure and governance, (b) faculty/instructional staff, (c) curriculum (academic and clinical education), (d) students, and (e) program resources (1999).
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