Literaturnachweis - Detailanzeige
| Autor/in | Marwick, Judy |
|---|---|
| Titel | Assessment: Key to Teaching and Learning |
| Quelle | In: AMATYC Review, 28 (2007) 2, S.57-59 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0740-8404 |
| Schlagwörter | Student Evaluation; Program Effectiveness; Accreditation (Institutions); Evaluation Methods; College Mathematics; Mathematics Education; Community Colleges; College Faculty; Educational Quality |
| Abstract | Assessment of student learning is key to all educational endeavors and required by governmental and accrediting bodies. Faculty initiate and implement assessment strategies to be sure that students are learning what is being taught. Classroom assessment is generally easier for faculty to embrace than course or program level assessment because classroom assessment techniques can be developed by individual instructors and implemented within a single classroom. Course and program assessment requires collaboration among all faculty involved in teaching a section of a course or within a program or sequence of courses. While it may be difficult to reach a consensus about what is most important for students to learn or how best to measure their learning, the discussion and introspection among colleagues wrestling with these issues is of great value. Faculty at community colleges have never stopped at what is easy. In fact, they move mountains and make a difference in students lives every day. Assessment should be seen as one more endeavor that, while difficult to implement, has the potential for significant results. (As Provided). |
| Anmerkungen | American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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