Assessment in Higher Education: Issues of Access, Quality, Student Development, and Public Policy

By Samuel J. Messick | Go to book overview
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concludes by broaching the possibility that as the academy confronts these new educational needs, its whole mode of operation may itself be technologically transformed by the advent of the virtual university.

Thus the face of higher education assessment is changing because the needs of higher education are changing. These needs are changing because technology is dramatically transforming not only modes of assessment but also modes of learning and problem solving. The overarching concerns for equity in education and fairness in assessment become paramount in this era of societal flux, especially as they intersect with issues of access, quality, diversity, and accountability in higher education. These are the themes of the present volume, as they are also major themes in the work of Warren Willingham, whose career contributions to research on higher education this volume celebrates.


REFERENCES

Deutsch M. ( 1975). Equity, equality and need: What determines which value will be used as the basis of distributive justice? Journal of Social Issues, 31( 3), 137-149.

Heller K. A., Holtzman W. H., & Messick S. (Eds.). ( 1982). "Placing children in special education: A strategy for equity". Washington, DC: National Academy Press.

Messick S. ( 1989). Validity. In R. L. Linn (Ed.), "Educational measurement" ( 3rd ed., pp. 13-103). New York: Macmillan.

Nozick R. ( 1974). Anarchy, state, and utopia. New York: Basic Books.

Okun A. ( 1975). Equality and efficiency: The big tradeoff. Washington, DC: The Brookings Institute.

Rawls J. A. ( 1971). A theory of justice. Cambridge, MA: Harvard University Press.

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