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Torres, Belkys; Cozzolino, Marzia; Lovorn, Michael – New Directions for Teaching and Learning, 2022
This article provides an overview of the unique model and comprehensive approach to tracking, enhancing, and assessing students' global learning outcomes at the University of Pittsburgh's University Center for International Studies (UCIS). In the conclusion, the authors provide a discussion of strengths and challenges of this model that will be…
Descriptors: International Education, Outcomes of Education, Student Evaluation, Evaluation Methods
Theall, Michael – New Directions for Teaching and Learning, 2010
The evaluation of teaching has sparked much debate for many decades. There are several reasons why the debate about evaluation and ratings continues, but the underlying problems in evaluation are more complex than a simple, valid-invalid or reliable-unreliable dichotomy suggests. The issues are often buried beneath bipolar rhetoric that has been…
Descriptors: Student Evaluation of Teacher Performance, Teaching Methods, Influences, Reliability
Davis, Debra Dimon – New Directions for Teaching and Learning, 2009
Concerned that her students "knew" Spanish but could not use it in real life situations, the author created new learning goals, new learning activities, and new assessment activities. As a graduate student at the University of Illinois, the author was introduced to "Creating Significant Learning Experiences" (Fink, 2003) while studying with Steven…
Descriptors: Feedback (Response), Second Language Instruction, Language Teachers, Learning Activities
Svinicki, Marilla D. – New Directions for Teaching and Learning, 2004
The new learning paradigm brings with it the need for a change in assessment practices as well. In this chapter, one of the assessment practices that is most consistent with this paradigm, authentic assessment, is discussed.
Descriptors: Models, Performance Based Assessment, Student Evaluation, Evaluation Methods

Cottell, Philip; Harwood, Elaine – New Directions for Teaching and Learning, 1998
In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the…
Descriptors: Accounting, Classroom Research, Classroom Techniques, College Instruction

Stevens, Joseph J. – New Directions for Teaching and Learning, 1987
Instructional improvement programs are most likely to be effective if, in addition to providing feedback to instructors, there is a system of institutional support, reward, and training. The instructor must be educated in how to conceptualize, interpret, and apply feedback information. (Author/MLW)
Descriptors: Behavior Change, College Faculty, College Instruction, Feedback
Zolan, Miriam; Strome, Susan; Innes, Roger – New Directions for Teaching and Learning, 2004
For three biology professors, visualizing molecular processes is central to thinking in their discipline. This chapter reports their attempts at getting students to make this same cognitive move and the results of their assessments. (Contains 2 figures.)
Descriptors: Genetics, Molecular Biology, Visualization, Science Instruction

McKeachie, W. J. – New Directions for Teaching and Learning, 1987
Evaluation alone will probably not improve teaching, but, when it is accompanied by feedback, information about teaching and learning, and work with a knowledgeable consultant, evaluation may lead to improvement. An experienced consultant can foster trust, offer encouragement, and provide guided practice to help faculty improve their teaching…
Descriptors: College Faculty, College Instruction, Consultants, Evaluation Methods