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ERIC Number: ED371043
Record Type: RIE
Publication Date: 1994-Apr
Pages: 47
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Initial Development and Piloting of a Learning-Based, Classroom Assessment and Consultation System: New Perspectives on the Rhetoric of Improving Instruction in Higher Education Settings.
Loup, Karen S.; And Others
Results are reported of three years of research and development, piloting, and extended field testing of a classroom-based assessment and professional consultation system used to assess important teaching and learning variables in higher education contexts. Of particular interest is the focus of the total system on enhancing learning and newer assessment concerns such as teaching for development of higher-order thinking skills. In phase 1, the consultation/feedback model and the assessment instrument, the Student Assessment of Teaching and Learning (SATL), were developed. In phase 2 the SATL and the model were pilot tested with the inclusion of student and faculty perceptions of the instrument. Phase 3 studies of the validity and reliability of the SATL were conducted with 28 continuing-education classes. The majority of student participants were female (67.2%) most of whom were older than traditional college students. Data from 448 students were the basis for additional trials in phase 4 with nearly 1,000 students and 80 faculty members from a larger sample of evening-school classes. Results provide empirical support for the validity and reliability of the instrument and suggest that the instrument and the model provide valuable information on teaching and learning in higher education. Four tables present study data. Appendix A contains the course evaluation report profiles, and Appendix B contains the course evaluation report histograms. (Contains 32 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Student Assessment of Teaching and Learning
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).