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ERIC Number: ED193338
Record Type: RIE
Publication Date: 1980-Apr
Pages: 27
Abstractor: N/A
Reference Count: 0
Assessing Entry Levels of Students: Affective and Cognitive.
Scott, Craig S.; Thorne, Gaylord
Two different methods for collecting course-specific data on class learning and growth are discussed. The first, Item/Student Sampling, is directly dependent upon assessing class performance both prior to and following instruction. This procedure relies on multiple matrix sampling techniques. The second method, referred to as Self-Report of Course Outcomes, is based upon a combination of student and instructor course expectations regarding learning, perceptions of the degree to which major needs and expectations were met, and attitude changes as a result of instruction. Both approaches focus primarily on group or class learning. Once these global concerns have been addressed, attention can be focused on selective refinement of course segments that are in the greatest need of improvement. The following exhibits are appended: (1) rating scale for use in determining whether or not to include specific items in pre-instruction matrix sampling minitests; (2) minitest format; (3) student expectation questionnaire; and (4) student outcome form. (Author/RL)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Student Evaluation of Achievement
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).