A Scholarly Approach to Assessing Learning

dc.creator	Wehlburg, Catherine M.
dc.date.accessioned	2022-12-07T16:35:55Z
dc.date.available	2022-12-07T16:35:55Z
dc.date.issued	2011
dc.identifier.uri	https://doi.org/10.20429/ijsotl.2011.050202
dc.identifier.uri	https://repository.tcu.edu/handle/116099117/56608
dc.description.abstract	Assessing learning in higher education is what faculty do. We teach, our students learn, and we check their learning to ensure that they are, indeed, grasping what we want them to understand. Assessment of learning is nothing new, and faculty do it better than most. But mention the word "assessment" in a gathering of faculty colleagues, and you are likely to start a stampede away from you. Why is this? Why is something that is such an integral part of teaching and learning considered anathema?
dc.language.iso	en_US	en_US
dc.publisher	Georgia Southern University
dc.source	International Journal for the Scholarship of Teaching and Learning
dc.subject	Higher education
dc.subject	Nothing
dc.subject	Open learning
dc.subject	Psychology
dc.subject	Pedagogy
dc.subject	Learning sciences
dc.title	A Scholarly Approach to Assessing Learning
dc.type	Article
dc.rights.license	CC BY-NC-ND 4.0
local.persons	Wehlburg (Provost office)

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