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.
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