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Assessment Based On The Principles Of Theodore Marchese

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Collection

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Measuring Success of Graduate Program Components

Tagged Division

Graduate Studies

Page Count

19

Page Numbers

14.253.1 - 14.253.19

Permanent URL

https://peer.asee.org/5406

Download Count

23

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Paper Authors

author page

Mysore Narayanan Miami University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessment of Engineering Education based on the Principles of Theodore Marchese

Mysore Narayanan, Miami University, Ohio. Abstract

Assessment is a process in which rich, usable, credible feedback from an act of teaching or curriculum comes to be reflected upon by an academic community, and then is acted on by that community, a department or college, within its commitment to get smarter and better at what it does (Marchese, 1997, page 93). All of which is to say, assessment is more than data gathering. It also encompasses essential functions of meaning-making, action, and commitment to improve. Absent any of these elements, the doing of assessment becomes hollow. Ted Marchese, Senior Consultant at Academic Search, served 18 years as vice president of the American Association for Higher Education (AAHE) and was a Senior Lecturer at the Harvard Graduate School of Education. He is also a trustee of Eckerd College and of the Transnational 21st Century Learning Initiative. While at AAHE he edited Change (higher education’s most-read magazine), the AAHE Bulletin, and directed a foundation-supported project that resulted in his widely praised publication, “The Search Committee Handbook.” Assessment as ‘learning’ is not a third-party research project or someone's questionnaire; it must be viewed as a community effort or nothing, driven by a faculty's own commitment to reflect, judge, and improve. In this presentation the author provides some guidelines for conducting assessment utilizing the principles outlined by Theodore Marchese.

Introduction

Quarter of a Century ago, in 1983, Harvard University Professor Howard Gardner introduced the theory of Multiple Intelligences. Dr. Gardner suggested that the Intelligence Quotient, IQ alone should not become the primary basis for measuring human potential. (Narayanan, 2007, 2008).

Howard Gardner proposed that there are seven broad areas wherein children and adults can excel and listed them as follows (Armstrong, 1993). There is a possibility of adding three more. They are: Naturalist Intelligence, Spatial Intelligence and Existential Intelligence.

1. Word Smart: Linguistic Intelligence 2. Number Smart: Mathematical Intelligence 3. Picture Smart: Spatial Intelligence 4. Body Smart: Kinesthetic Intelligence 5. Music Smart: Musical Intelligence 6. People Smart: Interpersonal Intelligence 7. Self Smart: Intrapersonal Intelligence

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