Open Access17: MEASURING STUDENT LEARNING TO DOCUMENT FACULTY TEACHING EFFECTIVENESS
Author(s) -
Nilson Linda B.
Publication year - 2013
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.2013.tb00711.x
Subject(s) - accreditation , accountability , meaning (existential) , mathematics education , proxy (statistics) , psychology , student achievement , medical education , higher education , pedagogy , computer science , academic achievement , medicine , political science , machine learning , law , psychotherapist
Recent research has questioned the validity of student ratings as proxy measures for how much students learn, and this learning is a commonly accepted meaning of faculty teaching effectiveness. Student ratings capture student satisfaction more than anything else. Moreover, the overriding assessment criterion in accreditation and accountability—that applied to programs, schools, and institutions—is student learning, so it only makes sense to evaluate faculty by the same standard. This chapter explains and evaluates course‐level measures of student learning based on data that are easy for faculty to collect and administrators to use.