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Re: [Phys-L] Concept Inventories Alone Don't Gauge "Good Teaching"



...ahh, but does he know good learning when he sees it? Dan M

Dan MacIsaac, Associate Professor of Physics, SUNY-Buffalo State College
222SciBldg BSC, 1300 Elmwood Ave, Buffalo NY 14222 USA 1-716-878-3802
<macisadl@buffalostate.edu> <http://PhysicsEd.BuffaloState.edu>
Physics Graduate Coordinator & NSF Investigator for ISEP (MSP) and Noyce

On Nov 28, 2012, at 6:10 PM, Richard Hake wrote:

Some subscribers to Phys-L might be interested in a recent post "Concept Inventories Alone Don't Gauge 'Good Teaching' " [Hake (2012a)]. The abstract reads:

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ABSTRACT: In response to my post "The Value of Student Evaluations of Teaching" [Hake (2012b)] at <http://bit.ly/XX7OUX>, Math-Learn's Ed Wall stated that: (a) he used approximations to both "Student Evaluations of Teaching" (SET's) and "Concept Inventories" (CI's), but wondered what a "good" evaluation of "teaching" was; and (b) he's reasonably okay with a statement such as "I know good teaching when I see it" versus a statement such as "I know good teaching when I see a CI score)."