Let's Get the Most Out of Comprehensive Examinations.

Edmund R. Arnold, R. Bottle
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引用次数: 1

Abstract

THE PAST FEW YEARS have witnessed the growth of "student power" the rise of student demands for "relevance," and perhaps more important, an active voice in determining the nature and scope of the curriculum and in its administration. Library schools, though somewhat behind the trend, are still no strangers to this phenomenon which during the past year has produced stormy sessions at the American Library Association annual meeting, and at those of several state and other associations. It is not our purpose here to treat all aspects of the problem, but rather to focus attention upon one feature of many accredited library school curricula which is beginning to receive more concerted attention by students. Not a few brickbat broadsides have been leveled at the Comprehensive Examination, its concept and its administration. In just over half of our accredited library schools, a Comprehensive Examination is used as a final test of fitness for the library profession a final This article was prepared while Arnold and Bottle were at the School of Library Science at Syracuse University where both served on the School's Committee on Comprehensive Examinations. Arnold is now Director of Library Services at Cornell College, Mount Vemon, Iowa, and Bottle is a Lecturer at the University of Bradford in England.
让我们充分发挥综合考试的作用。
在过去的几年里,我们见证了“学生力量”的增长,学生对“相关性”的要求的上升,也许更重要的是,在决定课程的性质和范围及其管理方面的积极声音。图书馆学校虽然有点落后于潮流,但对这一现象仍然不陌生。在过去的一年里,这一现象在美国图书馆协会年会上以及几个州和其他协会的年会上引起了激烈的讨论。我们在这里的目的不是要讨论这个问题的所有方面,而是要把注意力集中在许多经过认证的图书馆学校课程的一个特点上,这个特点正开始受到学生们越来越多的关注。对于综合考试、综合考试的概念、综合考试的管理等问题,不乏激烈的争论。在我们认可的一半以上的图书馆学校中,综合考试被用作图书馆职业的最终测试。这篇文章是阿诺德和博特在锡拉丘兹大学图书馆科学学院时写的,他们都在学校的综合考试委员会任职。阿诺德现在是爱荷华州维蒙山康奈尔学院图书馆服务部主任,而博利是英国布拉德福德大学的讲师。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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