ABSTRACT
The classroom is an intuitive unit of analysis when it comes to measuring student learning. Ask a student or recent graduate about their most meaningful learning experience in college, and you will likely hear about a specific class or favorite professor. Inquire about faculty members’ most successful teaching episodes, and they may regale you with tales of a memorable lecture, seminar, or in-class activity when students’ eyes lit up with comprehension, or talk about how participation in an out-of-class experience, such as a service-learning project, showcased the students’ abilities to put a course’s theories into action. Given this pattern, classroom-level assessment holds the promise for most directly connecting the measurement of student learning outcomes to the actual teaching and learning process.
