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Student Assessment: Pre-Test/Post-Test and the Accumulation of Knowledge Across Sequential Prerequisites |
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Abstract:
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For well over a decade, student assessment and improving student outcomes has been a focus of higher education and the accrediting commissions. In accordance, we have witnessed the paradigm shift from a professor-centered “lecture paradigm” to a student-centered “learning paradigm.” Whereby moving away from what is taught to focusing upon what is learned. The general purposes of assessment varies from attempting to measure how well students are learning content material to assessing teaching pedagogy in order to improve teaching effectiveness. The evidence is showing that thinking can be measured and that a combination of assessment approaches is most effective in measuring student learning as well as assessing instructional effectiveness. The pretest/posttest has been widely used across many disciplines to measure basic course knowledge of core concepts and course objectives. While it is evident that the pretest/posttest assessments can demonstrate evidence of course content learning and assess instructional effectiveness, it also measures entering student preparedness for course material. Furthermore, the instrument can be used to assess knowledge retention from sequential course prerequisites. This paper explored content knowledge retention across sequential courses and offers preliminary evidence that pretest/posttest data can demonstrate content knowledge and the transferability and retention of key political concepts and terminology. A one-year analysis of pretest/posttest data from sequential courses is encouraging for the political science discipline in that it suggests that content knowledge and retention of student learning can be demonstrated. |
Most Common Document Word Stems:
assess (64), student (57), cours (41), learn (41), knowledg (27), content (22), instrument (21), research (20), increas (20), educ (18), pretest/posttest (17), sequenti (16), enrol (16), polit (15), demonstr (15), retent (15), across (15), use (14), measur (14), percent (13), data (12), |
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Association:
Name: American Political Science Association
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Harkness, S. Suzan. "Student Assessment: Pre-Test/Post-Test and the Accumulation of Knowledge Across Sequential Prerequisites" Paper presented at the annual meeting of the American Political Science Association, Marriott Wardman Park, Omni Shoreham, Washington Hilton, Washington, DC, Sep 01, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p40270_index.html> |
APA Citation:
| Harkness, S. J. , 2005-09-01 "Student Assessment: Pre-Test/Post-Test and the Accumulation of Knowledge Across Sequential Prerequisites" Paper presented at the annual meeting of the American Political Science Association, Marriott Wardman Park, Omni Shoreham, Washington Hilton, Washington, DC Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p40270_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For well over a decade, student assessment and improving student outcomes has been a focus of higher education and the accrediting commissions. In accordance, we have witnessed the paradigm shift from a professor-centered “lecture paradigm” to a student-centered “learning paradigm.” Whereby moving away from what is taught to focusing upon what is learned. The general purposes of assessment varies from attempting to measure how well students are learning content material to assessing teaching pedagogy in order to improve teaching effectiveness. The evidence is showing that thinking can be measured and that a combination of assessment approaches is most effective in measuring student learning as well as assessing instructional effectiveness. The pretest/posttest has been widely used across many disciplines to measure basic course knowledge of core concepts and course objectives. While it is evident that the pretest/posttest assessments can demonstrate evidence of course content learning and assess instructional effectiveness, it also measures entering student preparedness for course material. Furthermore, the instrument can be used to assess knowledge retention from sequential course prerequisites. This paper explored content knowledge retention across sequential courses and offers preliminary evidence that pretest/posttest data can demonstrate content knowledge and the transferability and retention of key political concepts and terminology. A one-year analysis of pretest/posttest data from sequential courses is encouraging for the political science discipline in that it suggests that content knowledge and retention of student learning can be demonstrated. |
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PDF |
| Page count: |
12 |
| Word count: |
2534 |
| Text sample: |
| Student Assessment: Pretest/posttest And the Accumulation of Knowledge Across Sequential Prerequisites S. Suzan J. Harkness Ph. D. Political Science University of the District of Columbia Prepared for delivery at the 2005 Annual Meeting of the American Political Science Association September 1 - September 4 2005. Washington D.C. Copyright by the American Political Science Association. Working paper: Do not cite without approval of author Abstract For well over a decade student assessment and improving student outcomes has been a focus |
| in Higher Education 30 (3): 231. 11 Shenk Timothy. 1999. Teaching Grammar in an ESL Classroom. Action Research Monograph. In: Action Research Monographs. Complete Set. Pennsylvania Action Research Network 1998-99. A Section 353 Project of the Pennsylvania Department of Education Bureau of Adult Basic and Literacy Education. A Learning from Practice Project; see CE 079 962. Young Candace 2004. “Learning From Thirty Years of Assessment.” Paper Presented at the 1st Annual APSA Conference on Teaching and Learning in Political |
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