Title

Embedded Assessment: A Measure of Student Learning and Teaching Effectiveness

Department

Psychology

Document Type

Article

Publication Date

3-23-2011

Abstract

Evidence of student learning has increasingly become the focus of external constituents, yet methods of documenting student learning outcomes are considered expensive, onerous, or both. This article provides a brief review of the limitations associated with traditional student opinions or course evaluations as evidence of teaching effectiveness, and it suggests a second strategy for evaluating student learning. In addition, we propose a model for using existing assessments to provide evidence of student learning and teaching effectiveness.