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ERIC Number: EJ854854
Record Type: Journal
Publication Date: 2008-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1527-9316
Long-Term Learning, Achievement Tests, and Learner Centered Instruction
Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.
Journal of the Scholarship of Teaching and Learning, v8 n3 p20-28 Oct 2008
The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that measures the level of the learner-centered approach of the instructor. Their students were asked to volunteer to retake the course's final test one semester later. As expected, although a decline in performance was observed for both groups, the decline for the low learner-centered group was much sharper. (Contains 2 tables and 1 figure.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A