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written by Elaine Seymour, Douglas Wiese, Anne-Barrie Hunter, and Susan Daffinrud
This paper discusses the development of an instrument that is designed to summarize the learning gains that students perceive they have made, both as a consequence of particular aspects of class pedagogy, and of the teacher's pedagogical approach. The instrument avoids critiques of the teacher, the teacher's performance, and of teaching methods that are unrelated to student estimates of what they have gained from them. The instrument was originally designed for chemistry faculty concerned to discover the efficacy of undergraduate teaching modules. However, it may be adapted for any pedagogical approach or discipline. It can be edited on-line to reflect any set of learning objectives, is completed on-line by students, and provides faculty with a summary of results in both statistical and graphic form. Discussed are: the instrument's research origins, its on-line features, findings from two rounds of testing with faculty in different disciplines, and analysis of a sample of write-in questions and answers.
National Meeting of the American Chemical Society
San Francisco, CA: March 27, 2000, 2000
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Instruments
- Lower Undergraduate
- High School
- Reference Material
= Article
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© 2000 Elaine Seymour, Douglas J. Wiese, Anne-Barrie Hunter, and Susan M. Daffinrud
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Metadata instance created July 29, 2019 by Bruce Mason
Record Updated:
April 9, 2020 by Sam McKagan
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