Build and sustain a library-wide program of assessment, focusing on user-centered needs to inform decisions on collections, services and operations.
However, in the context of international generalizable assessment, implementing such a program of assessment would be improbable to say the least.
The Blueprint has recommendations that touch on every aspect of teaching and learning in all K-12 schools, but what makes this effort most attractive is the commitment to developing a long term agenda, insuring sustainability and creating a program of assessment and accountability.
California recently unveiled its "Blueprint for Creative Schools" with recommendations that touch on every aspect of teaching and learning in all K-12 schools, a commitment to developing a long term agenda, insuring sustainability and creating a program of assessment and accountability.
Thus, this study investigated the overall reliability of a tutorial-based program of assessment, namely the Tutotest-Lite.
This study investigated the overall generalizability of the Tutotest-Lite; a shortened version of the Tutotest [ 5] when considered as a program of assessment.
More specifically, our results support a program of assessment that incorporates multiple observations across PBL units when the universe of generalization is limited.
The quality of care has not suffered, but has instead steadily improved under a structured program of assessment and targeted training.
Before incorporating such assessments in a program of assessment, measures should be in place to optimize the credibility and defensibility of the assessments, which in turn should be grounded in a good understanding of human judgment in performance assessment.
Therefore, following Hebert and Bravo's [ 5] research, we propose a multiple-observation approach by considering the TBA completed at the end of different units as a program of assessment.
We do not presume that our model will produce the 'expert assessor' of the future who can overcome any conceivable assessment challenge, for, indisputably, even the most expert assessor is prone to biases (Plous 1993), and it takes a carefully developed program of assessment to tackle issues like the 'content' and 'context specificity' of performance (Turnbull et al. 1996; Norman et al. 1985).
