Friday, September 25, 2015

Are They Learning?

Inside Higher Ed
September 25th, 2015

The debate over how much actual learning is taking place on college campuses is a historically heated one, as is the related discussion about how to measure that learning.
At the risk of oversimplifying, opinions on the latter range between two extremes. On one end are those (typically policy makers, researchers and trustees) who believe faculty grading of academic work at individual campuses says little to nothing about whether students there are really learning. On the other are those (mostly on college faculties) who believe that attempts to standardize assessment of student learning (through a national exam, say) are seriously flawed because they are too distant from what happens in the classroom and define learning too narrowly, among other problems.
Finding common ground between those polar viewpoints (though there are many perspectives in between) has been difficult.

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