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The processes in place to assess student learning are class evaluations and observations that provide excellent feedback about student satisfaction and teaching style, but they don’t provide the important detail of how much our students are learning. Changing the ways you assess student learning can dramatically improve your teaching effectiveness, as it provides immediate feedback on what works and what does not. It is very important to know whether our students are achieving our specific learning goals for a course. It is always a good idea to assess learning anonymously as they could be completed quickly, and focus on three areas:
1. Students’ academic skills and intellectual development (e.g., do students have sufficient background knowledge or academic skills to move onto the next topic?)
2. Students’ assessments of their own learning skills (e.g., do students feel prepared to learn new material from the textbook, without classroom review?)
3. Students' reactions to various teaching methods, materials, and assignments (e.g., do students believe the exams fairly cover the material stressed in class?).
Suskie, L. (2010). Assessing student learning: A common sense guide. John Wiley & Sons.