The purpose of this paper is to describe the current interest in accountability for educational results within the context of US graduate education.
The paper takes the form of a survey of significant aspects of assessment in graduate education: historical contexts, current challenges, and an envisioned future.
A greater concern for and active inclusion of students' perspectives distinguishes discussions of educational results in graduate education from discussions of results in undergraduate education.
The paper presents a clear distinction between graduate and undergraduate contexts for discussions of accountability and educational results
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