Some subscribers may be interested in a recent post "Re:
Effectiveness of Online Education" [Hake (2008)].
The abstract reads:
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ABSTRACT: A correspondent wrote to me privately requesting sources
that might shed light on (a) online student ratings, and (b) pre/post
tests for undergraduate economics courses.
Regarding online student ratings: (1) I suggest that student
evaluations of teaching (SET's), be they online or offline, are of
limited value in assessing the *cognitive* (as opposed to the
*affective*) impact of courses; (2) I second STLHE-L subscriber Laura
McEwen's suggestion that Gravestock & Gregor-Greenleaf's (G&G's)
(2008)] report "Student Course Evaluations: Research, Models and
Trends" might inform the discussion, even though G&G neglect to
mention pre/post testing as an alternative to the misuse of SET's to
gauge the cognitive impact of courses; (3) I reference Russ Hunt's
annotated bibliography of articles and books on student evaluation of
teaching.
Regarding pre/post tests for undergraduate economics courses, I
reference (1) the pioneering work of Paden & Moyer (1969) in
developing the economics pre/post "Test of Understanding in College
Economics (TUCE)"; and (2) several articles on economists' use of
TUCE.
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To access the complete 16 kB post please click on <http://tinyurl.com/5vqgn6>.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<[EMAIL PROTECTED]>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>
REFERENCES
Hake, R.R. 2008. "Re: Effectiveness of Online Education, AERA-D post
of 19 Nov 2008 13:48:29-0800; online at <http://tinyurl.com/5vqgn6>.
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