See the Error, See the Individual — and See the Intervention

The guest editors of a special issue of the Journal of Psychoeducational Assessment explain how its scholarship helps is to understand what students’ errors on standardized tests of academic achievement tell us about teaching and learning, and how we can use this knowledge to inform the assessment process and development of educational interventions

3 years ago
Instructor rating card

Students Don’t Know What’s Good For Them

When students evaluate their courses and instructors, they tend to rate higher when they got good grades, and not good learning. That’s pretty common sensical, so why do we keep asking students if they’re happy?

5 years ago
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