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APPENDIX [Abstract of Hake (2005)]
ABSTRACT: AERA-J's Michael Lamport Commons posed the question: "How
can one evaluate teaching effectiveness in higher education without
making direct comparison with other faculty." A method currently
employed in introductory physics education is to:
(1) employ valid and consistently reliably multiple-choice (MC) diagnostic
tests of conceptual understanding that can be administered to
thousands of students in hundreds of courses world wide, and
(2) compare the resultant pre/post test *normalized gains* with those
from other courses.
Among the factors that discourage such evaluation in higher education are:
(a) the failure of many university administrators and
promotion/tenure committees to reconsider the meaning of
"scholarship";
(b) over reliance on various *indirect* (and therefore problematic)
gauges of student *higher-order* learning;
(c) the common misconception that MC tests cannot measure higher-level
cognitive processes,
(d) the pre/post paranoia of many psychologists, pychometricians, and
education specialists;
(e) failure to appreciate the value of the half-century-old
"normalized gain" for comparison of average pre/post test gains for
different courses having a broad range of average pretest scores, and
(f) ignorance of, or dismissal of, the lessons of the
physics-education reform effort.