Friday, October 07, 2005
Has Scholarship Been Reconsidered?
From: Richard Hake rrhake@EARTHLINK.NET
You may or may not be interested in my recent post:
Hake, R.R. 2005. "Re: Has Scholarship Been Reconsidered? #2" AERA-L post of 6 Oct 2005 13:25:42-0700; online at http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967, or (for the convenience of those whose mail systems do not preserve hot-linking of long URL's across line breaks) http://tinyurl.com/95z3b - courtesy http://tinyurl.com/create.php.
If your interest in "Has Scholarship Been Reconsidered?" is:
(a) zero or less, please hit DELETE;
(b) only slightly greater than zero, please scan the ABSTRACT in the APPENDIX;
(c) substantially greater than zero, please click on http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967 or http://tinyurl.com/95z3b so as to scan the entire 34kB post.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
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APPENDIX [Abstract of Hake (2005)]
ABSTRACT: AERA-J's Michael Lamport Commons posed the question: "How can one evaluate teaching effectiveness in higher education without making direct comparison with other faculty." A method currently employed in introductory physics education is to:
(1) employ valid and consistently reliably multiple-choice (MC) diagnostic tests of conceptual understanding that can be administered to thousands of students in hundreds of courses world wide, and
(2) compare the resultant pre/post test *normalized gains* with those from other courses.
Among the factors that discourage such evaluation in higher education are:
(a) the failure of many university administrators and promotion/tenure committees to reconsider the meaning of "scholarship";
(b) over reliance on various *indirect* (and therefore problematic) gauges of student *higher-order* learning;
(c) the common misconception that MC tests cannot measure higher-level cognitive processes,
(d) the pre/post paranoia of many psychologists, pychometricians, and education specialists;
(e) failure to appreciate the value of the half-century-old "normalized gain" for comparison of average pre/post test gains for different courses having a broad range of average pretest scores, and
(f) ignorance of, or dismissal of, the lessons of the physics-education reform effort. AERA-GSL AERA Graduate Studies Forum
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Tags: aera, rural, education
You may or may not be interested in my recent post:
Hake, R.R. 2005. "Re: Has Scholarship Been Reconsidered? #2" AERA-L post of 6 Oct 2005 13:25:42-0700; online at http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967, or (for the convenience of those whose mail systems do not preserve hot-linking of long URL's across line breaks) http://tinyurl.com/95z3b - courtesy http://tinyurl.com/create.php.
If your interest in "Has Scholarship Been Reconsidered?" is:
(a) zero or less, please hit DELETE;
(b) only slightly greater than zero, please scan the ABSTRACT in the APPENDIX;
(c) substantially greater than zero, please click on http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967 or http://tinyurl.com/95z3b so as to scan the entire 34kB post.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
APPENDIX [Abstract of Hake (2005)]
ABSTRACT: AERA-J's Michael Lamport Commons posed the question: "How can one evaluate teaching effectiveness in higher education without making direct comparison with other faculty." A method currently employed in introductory physics education is to:
(1) employ valid and consistently reliably multiple-choice (MC) diagnostic tests of conceptual understanding that can be administered to thousands of students in hundreds of courses world wide, and
(2) compare the resultant pre/post test *normalized gains* with those from other courses.
Among the factors that discourage such evaluation in higher education are:
(a) the failure of many university administrators and promotion/tenure committees to reconsider the meaning of "scholarship";
(b) over reliance on various *indirect* (and therefore problematic) gauges of student *higher-order* learning;
(c) the common misconception that MC tests cannot measure higher-level cognitive processes,
(d) the pre/post paranoia of many psychologists, pychometricians, and education specialists;
(e) failure to appreciate the value of the half-century-old "normalized gain" for comparison of average pre/post test gains for different courses having a broad range of average pretest scores, and
(f) ignorance of, or dismissal of, the lessons of the physics-education reform effort. AERA-GSL AERA Graduate Studies Forum
-----------------------------------------------------------------
AERA Home Page on the World Wide Web: http://www.aera.net
AERA-GSL Home http://kerlins.net/aera-gsl/
List Service Info http://lists.asu.edu/cgi-bin/wa
To cancel your subscription address an email message to
LISTSERV@ASU.EDU containing only the message UNSUB AERA-GSL
For problems with your subscription: scott@kerlins.net
-----------------------------------------------------------------
Tags: aera, rural, education
