Measurement of ‘Learning Outcomes’ Comes to Graduate School
“I just know it in my bones” is the rationale some professors might give to explain how they know whether or not their students have learned, writes David Glenn in an article posted in the Chronicle of Higher Education. This article focuses in particular on graduate education, since even those programs that consist of more one-on-one training and apprenticeship than classroom teaching are beginning to use assessment practices more common to undergraduate education in the past. See the reader comments for thoughtful reflections on the benefits and drawbacks of doing assessment, as well as on the difference between being motivated by accountability vs. a desire to see what and how one’s students are actually learning.
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