NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ954896
Record Type: Journal
Publication Date: 2012-Mar
Pages: 28
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-0361-0365
The Use of Learner-Centered Assessment in US Colleges and Universities
Webber, Karen L.
Research in Higher Education, v53 n2 p201-228 Mar 2012
Over a decade ago, Barr and Tagg ("Change Mag" 27(6):12-25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the "National Study of Postsecondary Faculty," this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004 compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States