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Richard Hake
Posts:
1,106
From:
Woodland Hills, CA 91367
Registered:
12/4/04
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Re: texts on educational assessment
Posted:
May 14, 2012 6:58 PM
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Some subscribers to MathEdCC might be interested in a recent
discussion-list post "Re: texts on educational assessment" [Hake
(2012)]. The abstract reads:
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ABSTRACT: In an EvalTalk thread "texts on educational assessment,"
Teri Lyn Hinds wrote (paraphrasing) "I'm fond of Linda Suskie's
(2009) book 'Assessing Student Learning: A common sense guide'
<http://bit.ly/mA5nVq>."
I THINK A WORD OF CAUTION IS IN ORDER. Judging from her ASSESS post
"Re: pre- post testing in assessment" at <http://bit.ly/9yIOyf>
[Suskie (2004)], Suskie, like many education specialists, appears to
have little use for pre/post testing.
In sharp contrast Peggy Maki <http://www.peggymaki.com/>, former
Director of Assessment at the American Association for Higher
Education (AAHE), realizes the value of pre/post testing, as
evidenced in Chapter 4 "Identifying or Designing Tasks to Assess the
Dimensions of Learning" of her excellent book "Assessing for
Learning: Building a Sustainable Commitment Across the Institution"
<http://bit.ly/lq9tQt> [Maki (2004)].
In "Should We Measure Change? Yes!" [Hake (2011)] at
<http://bit.ly/d6WVKO> (2.5 MB) I wrote: "Formative pre/post testing
is being successfully employed to improve the effectiveness of
courses in undergraduate astronomy, biology, chemistry, economics,
engineering, geoscience, math, and physics. But such testing is still
anathema to many members of the psychology-education-psychometric
(PEP) community. I argue that this irrational bias impedes a much
needed enhancement of student learning in higher education."
Fortunately, the importance of the pre/post testing with Concept
Inventories <http://en.wikipedia.org/wiki/Concept_inventory> has NOT
been ignored by the NRC - see e.g., "Promising Practices in
Undergraduate Science, Technology, Engineering, and Mathematics
Education: Summary of Two Workshops" [NRC (2011)] at
<http://bit.ly/nCMLk7>.
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To access the complete 14 kB post please click on <http://bit.ly/KnlDmy>.
Richard Hake, Emeritus Professor of Physics, Indiana University
<rrhake@earthlink.net>
Links to Articles: <http://bit.ly/a6M5y0>
Links to SDI Labs: <http://bit.ly/9nGd3M>
Blog: <http://bit.ly/9yGsXh>
Academia: <http://iub.academia.edu/RichardHake>
Twitter <https://twitter.com/#!/rrhake>
"Physics educators have led the way in developing and using objective
tests to compare student learning gains in different types of
courses, and chemists, biologists, and others are now developing
similar instruments. These tests provide convincing evidence that
students assimilate new knowledge more effectively in courses
including active, inquiry-based, and collaborative learning, assisted
by information technology, than in traditional courses."
Wood & Gentile (2003)
REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on
14 May 2012.]
Hake, R.R. 2012. "Re: texts on educational assessment," online on the
OPEN! AERA-L archives at <http://bit.ly/KnlDmy>. Post of 14 May
2012 12:30:04 -0700 to AERA-L and Net-Gold. The abstract and link to
the complete post are also being transmitted to several discussion
lists and are on my blog "Hake'sEdStuff" at <http://bit.ly/IUwaSv>
with a provision for comments.
Wood, W.B., & J.M. Gentile. 2003. "Teaching in a research context,"
Science 302: 1510; 28 November; online to subscribers at
<http://bit.ly/9izfFz>. A summary is online to all at
<http://bit.ly/9qGR6m>.
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