Research in Higher Education

, Volume 42, Issue 3, pp 327–352

Developing Performance Indicators for Assessing Classroom Teaching Practices and Student Learning

  • Alberto F. Cabrera
  • Carol L. Colbeck
  • Patrick T. Terenzini
Article

DOI: 10.1023/A:1018874023323

Cite this article as:
Cabrera, A.F., Colbeck, C.L. & Terenzini, P.T. Research in Higher Education (2001) 42: 327. doi:10.1023/A:1018874023323

Abstract

Several states are requiring institutions to document changes in student outcomes. Regional and specialized accrediting agencies are also changing their review criteria from measuring inputs to assessing indicators of student learning. This article describes the results of an evaluation project that sought to develop performance indicators of learning gains for undergraduate engineering students. Specifically, the study investigated the relationship between classroom practices and students' gains in professional competencies. More than 1,250 students from 7 universities participated. Findings show that the instructional practices of Instructor Interaction and Feedback, Collaborative Learning, and Clarity and Organization are significantly and positively associated with gains in students' self-reported gains in problem-solving skills, group skills, and understanding of engineering as an occupation. The indicators meet several conditions recommended by the assessment literature. They are (1) meaningful to the user, (2) reliable and valid, and (3) index observable behaviors rather than subjective impressions.

student outcomesclassroom practicesassessment

Copyright information

© Human Sciences Press, Inc. 2001

Authors and Affiliations

  • Alberto F. Cabrera
    • 1
  • Carol L. Colbeck
    • 2
  • Patrick T. Terenzini
    • 2
  1. 1.Center for the Study of Higher Education (CSHE)The Pennsylvania State UniversityUniversity Park
  2. 2.Center for the Study of Higher Education (CSHE)USA