Some subscribers to
MathEdCC might be interested in a recent post "Concept
Inventories Alone Don't Gauge 'Good Teaching' " [Hake (2012a)].
The abstract reads:
ABSTRACT: In response to my post "The Value of Student
Evaluations of Teaching" [Hake (2012b)] at
<http://bit.ly/XX7OUX>, Math-Learn's Ed Wall stated that: (a) he
used approximations to both "Student Evaluations of Teaching"
(SET's) and "Concept Inventories" (CI's), but wondered what
a "good" evaluation of "teaching" was; and (b)
he's reasonably okay with a statement such as "I know good
teaching when I see it" versus a statement such as "I know
good teaching when I see a CI score)."
Let alone a *single* CI score, in my opinion even the normalized
pre-to-posttest GAIN <g> on a Concept Inventory (CI)
<http://en.wikipedia.org/wiki/Concept_inventory>, should not, by
itself, be interpreted as a gauge of "good teaching."
In the editor suppressed "Interactive-engagement methods in
introductory mechanics courses" [Hake (1998b)] at
<http://bit.ly/aH2JQN> I pointed out on p. 14 that among
desirable outcomes of the introductory physics course that <g>
*does not* measure directly are students': (a) satisfaction with and
interest in physics; (b) understanding of the nature, methods, and
limitations of science; (c) understanding of the processes of
scientific inquiry such as experimental design, control of variables,
dimensional analysis, order-of-magnitude estimation, thought
experiments, hypothetical reasoning, graphing, and error analysis; (d)
ability to articulate their knowledge and learning processes; (e)
ability to collaborate and work in groups; (f) communication skills;
(g) ability to solve real-world problems; (h) understanding of the
history of science and the relationship of science to society and
other disciplines; (i) understanding of, or at least appreciation for,
"modern" physics; (j) ability to participate in authentic
To access the complete 13 kB post please click on
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: <http://bit.ly/a6M5y0>
Links to Socratic Dialogue Inducing (SDI) Labs:
"What we assess
is what we value. We get what we assess, and if we don't assess
we won't get
Lauren Resnick [quoted by Grant Wiggins (1990)]
REFERENCES [URL shortened by <http://bit.ly/> and accessed on 28
Hake, R.R. 2012a. "
Concept Inventories Alone Don't Gauge 'Good Teaching'," online on
the OPEN! AERA-L archives at <http://bit.ly/VeDTWI>. Post of 28
Nov 2012 13:24:52-0800 to AERA-L and Net-Gold. The abstract and link
to the complete post are being transmitted to several discussion lists
and are also on my blog "Hake'sEdStuff" at
<http://bit.ly/V6PSzT> with a provision for comments.
Hake, R.R. 2012b. "The Value of Student Evaluations of Teaching"
online on the OPEN! AERA-L archives at <http://bit.ly/XX7OUX>.
Post of 26 Nov 2012 13:35:35-0800 to AERA-L and Net-Gold. The abstract
and link to the complete post are being transmitted to several
discussion lists and are also on my blog "Hake'sEdStuff" at
<http://bit.ly/TqLDls> with a provision for comments.
Wiggins, G. 1990.
"The Truth May Make You Free, But the Test May Keep You
Imprisoned: Toward Assessment Worthy of the Liberal Arts," AAHE
Assessment Forum: 17-31; online at