Developing Performance Indicators for Assessing Classroom Teaching Practices and Student Learning View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2001-06

AUTHORS

Alberto F. Cabrera, Carol L. Colbeck, Patrick T. Terenzini

ABSTRACT

Several states are requiring institutions to document changes in student outcomes. Regional and specialized accrediting agencies are also changing their review criteria from measuring inputs to assessing indicators of student learning. This article describes the results of an evaluation project that sought to develop performance indicators of learning gains for undergraduate engineering students. Specifically, the study investigated the relationship between classroom practices and students' gains in professional competencies. More than 1,250 students from 7 universities participated. Findings show that the instructional practices of Instructor Interaction and Feedback, Collaborative Learning, and Clarity and Organization are significantly and positively associated with gains in students' self-reported gains in problem-solving skills, group skills, and understanding of engineering as an occupation. The indicators meet several conditions recommended by the assessment literature. They are (1) meaningful to the user, (2) reliable and valid, and (3) index observable behaviors rather than subjective impressions. More... »

PAGES

327-352

Identifiers

URI

http://scigraph.springernature.com/pub.10.1023/a:1018874023323

DOI

http://dx.doi.org/10.1023/a:1018874023323

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1045534547


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