Improving the assessment of student learning: Advanced a research agenda in sociology

• Published in: Teaching sociology 2002-01, Vol.30 (1), p.63
• Main Authors: Weiss, Gregory L, Habel, Shelly K, Hanson, Chad M, Cosbey, Janet R, Larsen, Carolee
• Format: Article
• Language: English
• Subjects: Accountability; Accreditation; Accreditation (Institutions); Associations; Colleges & universities; Curricula; Departments; Educational Change; Educational Facilities Improvement; Educational Quality; Higher education; Institutional Evaluation; Learning; Legislatures; Mathematics Skills; Objectives; Resource Allocation; Social Networks; Social Scientists; Social Services; Sociology; Student Improvement; Students
• ISSN: 0092-055X; 1939-862X

Because meaningful classroom assessment occurs only when we test what we teach (Cross 1999; Hilton, 1993; Lovell-Troy 1989) and when we are willing to continually evaluate what we are teaching (Angelo and Cross 1993), assessment creates a cycle of feedback, self-reflection, and effort to improve teaching. [...]the manner in which the assessment mandate has been presented to faculties has further contributed to their resentment of it. [...]Peter Ewell (1997) has suggested two additional reasons that institutions of higher education have not had more success in enhancing student learning. Essentially, but with some important variations from region to region, academic majors and programs within higher education institutions must (1) construct an assessment plan consisting of a statement of purpose, a set of outcome objectives for students majoring in the discipline and a roster of mechanisms used to assess success in achieving the objectives, and (2) conduct an annual assessment program in which a limited number of the objectives are assessed and the results used to identify and implement changes to enhance student learning.