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Abstract

The majority of states are now in the process of moving toward legislation or formal policy proposals to mandate assessment of what students learn as a result of their undergraduate education. The impact of the assessment movement is likely to be felt throughout the undergraduate cuniculum, with unique implicaiyons for both faculty and students in teacher preparation programs. As faculty in special education endeavor to satisfy NCATE and CEC professional standards, questions emerge regarding the meaning and role of this new educational thrust. This article presents an overview of the background and context of the national assessment movement. The relationship between assessment and accreditation is described with attention to the recent federal regulations for education effectiveness that accrediting agencies must determine. Recommendations for assessment planning are discussed, and suggested content areas for student outcomes are outlined.

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The Assessment Movement in Higher Education

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