Some subscribers to MathEdCC might be interested in a recent post "Re: Are Tenure Track Professors Better Teachers?" [Hake (2013)]. The abstract reads:
ABSTRACT: Scott Jaschik (2013) in his "Inside Higher Ed" report "The Adjunct Advantage" at <http://bit.ly/19PGOZn> has pointed to "Are Tenure Track Professors Better Teachers?" [Figlio et al. (2013) at <http://bit.ly/1erGvKp>. In my opinion the latter's attempt to *indirectly* measure students' learning in introductory courses by means of their next-class-taken performance is problematic at best.
Unfortunately, most of academia is either unaware or dismissive of the *direct* gauging of students' higher-order learning by means of pre/post testing with Concept Inventories <http://bit.ly/dARkDY>, pioneered independently by economist Rendigs Fels (1967) at <http://bit.ly/162KSBv> and physicists Halloun & Hestenes (1985a) at <http://bit.ly/fDdJHm>.
For a discussion of pre/post testing with Concept Inventories, see e.g., "Should We Measure Change? YES!" [Hake (2013)] at <http://bit.ly/d6WVKO>. For recent use of this method see "The Calculus Concept Inventory - Measurement of the Effect of Teaching Methodology in Mathematics" [Epstein (2013) at <http://bit.ly/17a8XJd>.
- William Wood & James Gentile (2003)
Hake, R.R. 2013. "Re: Are Tenure Track Professors Better Teachers?" online on the OPEN! AERA-L archives at <http://bit.ly/1829UU4>. Post of 13 Sep 2013 16:41:24-0400 to AERA-L and NetGold. The abstract and link to the complete post are being transmitted to various discussion lists and are also on my blog "Hake'sEdStuff" at <http://bit.ly/18dBZG7> with provision for comments.