Assessing Student Learning: A Common Sense Guide

By Linda A. Suskie. 2004

674 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f4c7ead4676feaf1a821814488b5175eaf2ad8c4

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Citations in the corpus

The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students (2015, unknown): “Curiously, however, in a time of decreased educational funding and increased scrutiny of student learning outcomes (Suskie, 2009), efforts to empirically link undergraduate research participation with a primary outcome, subsequent graduate research performance, are scarce to nonexistent.”
Assessment Practices in AACSB-Accredited Business Schools (2007, background): “Furthermore, the federal government requires regional accrediting associations to provide direct evidence that students are achieving learning goals (Bollag, 2006; Suskie, 2004).”
Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods (2013, background): “By comparing student performance measures and assessments of learning experience from both online and traditional sections of a required graduate public administration research methods course taught by the same instructor, this paper provides evidence that student performance as measured by grade…”
Equity and Assessment: Moving towards Culturally Responsive Assessment. Occasional Paper #29. (2017, background): “They provide “tangible, visible, self-explanatory evidence of exactly what students have and haven’t learned” (Suskie, 2004, p. 95).”
The Development and Test of the Public Speaking Competence Rubric (2012, methodology): “The disadvantages of descriptive rubrics include the considerable time investment in creating the rubrics (Suskie, 2009) and the fact that raters may find that initially scoring takes longer with descriptive rubrics than with rating scale rubrics (Bargainnier, 2004; Brookhart 2004).”
Higher Education Future in the Era of Digital Transformation (2022, background): “In order to enhance learning capacity, it may be tempting to compile a list of digital skills; nevertheless, what is important is how these talents will be integrated into a continual transformational process where students learn to generate information to ﬁt various activities and contexts [31].”