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ERIC Number: ED555526
Record Type: Non-Journal
Publication Date: 2014-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 11
A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig. Occasional Paper #23
Fulcher, Keston H.; Good, Megan R.; Coleman, Chris M.; Smith, Kristen L.
National Institute for Learning Outcomes Assessment
Assessing learning does not by itself result in increased student accomplishment, much like a pig never fattened up because it was weighed. Indeed, recent research shows that while institutions are more regularly engaging in assessment, they have little to show in the way of stronger student performance. This paper clarifies how assessment results are related to improved learning--assess, effectively intervene, re-assess--and contrasts this process with mere changes in assessment methodology and changes to pedagogy and curriculum. It also explores why demonstrating improvement has proven difficult for higher education. We propose a solution whereby faculty, upper administration, pedagogy/curriculum experts, and assessment specialists collaborate to enhance student learning.
National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Learning Outcomes Assessment
Identifiers - Location: Virginia