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ERIC Number: EJ779194
Record Type: Journal
Publication Date: 2003
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0190-2946
Less Assessment, More Learning
Barrington, Lowell
Academe, v89 n6 p29-31 Nov-Dec 2003
Most universities nowadays are in a middle of a crisis which involves academic freedom, faculty morale, inefficient use of time and resources, and most crucial, the nature of a liberal arts education. This crisis has emerged due to a seemingly innocuous goal: that of finding a way to "assess" how much students are learning. Assessment fails to improve teaching for the following reasons: (1) It duplicates existing efforts while taking time away from activities more advantageous to student learning, and (2) It leaves professors with the unfortunate choice of either fabricating assessment data or teaching things that are easily assessed. In this article, the author explains why assessment efforts may not be beneficial to student learning. [This article was produced by American Association of University Professors, Washington, DC.]
American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. Tel: 800-424-2973; Tel: 202-737-5900; Fax: 202-737-5526; e-mail: academe@aaup.org; Web site: http://www.aaup.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A