Principles for More Deliberate Assessment 
	Michael J. Maher, North Carolina State University
	Alan J. Reiman, North Carolina State University

In an era in which the federal government is going to spend an unprecedented 
53.1 billion dollars on public education, the level of accountability and 
pressure has increased for both students and teachers (U.S. Department of 
Education, 2003).  The College of Education at North Carolina State University 
is developing a more deliberate process by which program assessment will be 
undertaken and reported annually.  The process is supported by the use of 
specific technologies to assist in the design, collection, management, and 
reporting of assessment data. This paper reports on how design principles and 
technology tools were employed to support emerging progress for continuous 
program improvement.    

Academic Exchange Quarterly Spring 2004 Volume 8, Issue 1 Order Copy
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