Assessment of Student Learning

Abstract

In recent years, academic programs have increasingly documented student learning. For many, this practice of measuring and analyzing student learning outcomes continues as an elusive endeavor fraught with resentment and misgiving. This article describes the development of a student learning assessment plan for the University of Wyoming's Chicano Studies Program. An initial program assessment facilitated the development of a faculty agreed-upon mission, goals, and learning outcomes. A summative course embedded assessment strategy provides direct evidence for determining student learning achievement. Student exit interviews provide additional evidence suggesting that Chicana/o Studies curricula help in cultivating a critical cultural thinking framework oriented toward social justice and activism. Current antiimmigrant and anti-Latina/o sentiments provide the context for a discussion of the study's implications.

Hubungan Kemahiran Keusahawanan, Kemahiran Pengurusan Dan Pembelajaran Sepanjang Hayat Terhadap Kemahiran Berfikir Kritikal Pelajar Tingkatan Enam

“…Dapatan sama dilaporkan Badrul Hisham dan Mohd Nasruddin (2016) yang mendapati tahap pemikiran pelajar berada pada tahap yang tinggi. Dapatan ini selaras dengan kajian yang dilakukan oleh Munoz, Angela, Deborah & Adrian (2012) mendapati bahawa kemahiran berfikir dalam kalangan pelajar dapat dipupuk dan dibina dengan baik dengan menggunakan kaedah dan tatacara yang sesuai. Penggunaan teknik pengajaran dengan mengaitkan pelbagai fenomena dalam kehidupan seharian pelajar dilihat mampu memupuk perkembangan kemahiran pelajar.…”