ABSTRACT

This chapter traces university-evaluation practices beginning with a generic overview. When university activities are subject to review, the contemporary landscape is characterized by considerable diversity, ranging from assessment to full-fledged evaluation. Assessment is a learning process devoted to uncovering the current state of affairs in order to detect the presence or absence of progress by institutions of higher education in attaining identified goals that can involve any and all activities undertaken at universities. Professional-accreditation agencies cover units and programs in their specific field when their stamp of approval is voluntarily sought by a university. A diverse set of stakeholders possess interest in knowing whether higher-education initiatives are making a difference in contributing toward sustainable development. Higher-education assessments often are the subject of vigorous critiques based on methodological weaknesses, claims of hyperfactualization, preoccupation with curricular standardization, reports focused on trivial issues, an emphasis on test preparation rather than critical thinking and creativity.