The paradigm shifts: Examining quality of teaching through assessment of student learning

Innovative Higher Education

Volumn 20, Issue 4, 1996, Pages 287-297

  Cambridge, Barbara L ^a,b  

^a Department of English ^*

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001695972     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1007/BF01185804     Document Type: Article

References (9)

1. Angelo, T. & Cross, K. P. (1988). Classroom assessment techniques: A handbook for Faculty. Ann Arbor: University of Michigan.
2. Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, (November/December), 12-25.
3. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
4. Brown, C. B. (1995). "Documenting teaching workshop: Toward the development of a teaching portfolio." Unpublished paper.
5. Courts, P. L., & Mclnerney, K. H. (1993). Assessment in higher education: Politics, pedagogy, and portfolios. Westport, CT: Praeger.
6. Edgerton, R. E., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education.
7. Howard, J. (1995). Teaching outside the classroom: The Midwest Student Sociology Conference. Unpublished paper.
8. Palmer, P. J. (1993). Good talk about good teaching: Improving teaching through conversation and community. Change, (November/December), 8-13.
9. Seldin, P. (1993). How colleges evaluate professors: 1983 v. 1993. AAHE Bulletin, 46(2), 6-8.