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Teacher-Scholar: The Journal of the State Comprehensive University

Abstract

Although higher education now seeks to involve more students than ever before in high impact practices, as educators we still struggle with how optimally to assess student learning in and across such experience and contexts. Many of the items in our assessment toolkits were designed to document student learning through more traditional processes (such as lecture) and products (such as end-of-term research papers). While these items continue to be valuable, they may prove insufficient to our current varieties of pedagogical practice and goals for student engagement.

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