> We need to create meaningful strategies for assessing student
> learning if we want to improve our colleges and universities. It's
> a bit ironic to me that some faculty oppose assessment by relying on
> appeals to their own sacrosanct authority: "I know the students in
> my classes are learning! We don't need any assessment to
> demonstrate that!" As shag would say, klewby4 time: that's an appeal
> to authority, not evidence, and any academic should be embarrassed
> for even implying that authority trumps evidence! --The
> institutional problem here is not the assessment of student
> learning; rather, the more (dare I say?) pernicious problem is the
> reflexive rejection of the use of evidence to guide how we teach our
> students and design our degree programs.
Isn't seeing and judging student learning necessarily determined by an epistemological frame?
What would a Foucauldian analysis of a rationalization for imposing some particular way of seeing and judging it as the imposition of "evidence" based "knowledge" reveal?
Ted