The (Mis)use of Technology in the National Accreditation System
Keywords:
Downloads
Abstract
The use of technology in the evaluation of higher education programs is a mainstay. Physical evidence rooms, face-to-face interviews, and reviewing of documentation on site have become obsolete. Relying on the heavy use of technology in the evaluation process has allowed what some believe to be a more cohesive, streamlined approach to the presentation of data, however, many face serious concerns with the reliance on technology; what is lost? Missed? nappreciated? How much is the understanding of technology and ability to present the "show" digitally impressing the reviewers verses actual quality of programs and institution?
Downloads
References
American Council of Trustees and Alumni. (2007). Why Accreditation
Google Scholar CrossrefDoesn’t Work and What Policymakers Can Do About It. Retrieved
Google Scholar Crossref/02, 2013 from https ://www.goacta.org/publications/downloads/
Google Scholar CrossrefAccreditation2007Final.pdf
Google Scholar CrossrefBresler, L. (1996). Basic and applied qualitative research in music
Google Scholar Crossrefeducation. Research Studies in Music Education, 6(1), 5-17.
Google Scholar Crossref1177/1321103X9600600102
Google Scholar CrossrefBresler, L. (2005). What musicianship can teach educational research.
Google Scholar CrossrefMusic Education Research, 7(2), 169-183.
Google Scholar CrossrefBurke and Butler (2012) Accreditation: Removing the Barrier to Higher Education Reform. Retrieved 03/07, 2013 from http://www.heritage.org/research/reports/2012/09/accreditation- removing-the-barrier-to-higher-education-reform
Google Scholar CrossrefChalk & Wire Learning Assessment. (n.d.). Chalk & Wire Learning
Google Scholar CrossrefAssessment. Retrieved June 8, 2013, from
Google Scholar Crossref Google Scholar CrossrefFetterman, D. M. (1997). Empowerment evaluation and accreditation in
Google Scholar Crossrefhigher education. In E. Chelimsky & W. R. Shadish, Evaluation for
Google Scholar Crossrefthe 21st century: A handbook, (pp. 381-395). Thousand Oaks, CA:
Google Scholar CrossrefSage.
Google Scholar CrossrefGibbs, P. (2001). Higher education as a market: a problem or solution?.
Google Scholar CrossrefStudies in Higher Education, 26(1), 85-94. doi:
Google Scholar Crossref1080/03075070020030733
Google Scholar CrossrefGreene, J. C., & Tineke A. Abma. Responsive evaluation. Jossey-Bass,
Google Scholar CrossrefGoogle Scholar Crossref
Hartnell-Young, E., & Morriss, M. (2007). Digital portfolios: Powerful
Google Scholar Crossreftools for promoting professional growth and reflection. Thousand
Google Scholar CrossrefOaks, CA: Corwin Press.
Google Scholar CrossrefKushner, S. (2000). Personalizing evaluation. Thousand Oaks, CA: Sage.
Google Scholar CrossrefLambert, L. (2002). The constructivist leader. New Tork, NY: Teachers
Google Scholar CrossrefCollege Press.
Google Scholar CrossrefMunson, A. Field notes, February 2014.
Google Scholar CrossrefApril Munson – The (Mis)use of Technology
Google Scholar CrossrefSheridan, M., & Byrne, C. (2002). Ebb and flow of assessment in music.
Google Scholar CrossrefBritish Journal of Music Education, 19(2), 135-143. doi:
Google Scholar Crossref1017/S0265051702000220
Google Scholar CrossrefStake, R. E., & Trumbull, D. J. (1982). 1 Naturalistic Generalizations.
Google Scholar CrossrefReview Journal of Philosophy and Social Sciences, 7, 1-12.
Google Scholar CrossrefStake, R. E. (Ed.). (2004). Standards-based and responsive evaluation.
Google Scholar CrossrefThousand Oaks, CA: Sage.
Google Scholar CrossrefStrudler, N., & Wetzel, K. (2005). The Diffusion of Electronic Portfolios in
Google Scholar CrossrefTeacher Education: Issues Of Initiation and Implementation. Journal
Google Scholar Crossrefof Research on Technology in Education, 37(4), 231-243.
Google Scholar CrossrefWang, S. (2009). E-Portfolios for Integrated Reflection. Issues in Informing
Google Scholar CrossrefScience & Information Technology, 6, 450-460.
Google Scholar CrossrefYorke, M. (2003). Formative assessment in higher education: Moves
Google Scholar Crossreftowards theory and the enhancement of pedagogic practice. Higher
Google Scholar CrossrefEducation, 45(4), 477-501.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
