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- W2021014358 abstract "In winter of 2004, the Sociology Depart ment at California State University Bakersfield (CSUB) conducted a student assessment using an embedded assessment technique?a technique wherein a class as signment serves as an assessment tool. (Allen 2004; Senter 2001). As Allen states, What differentiates embedded assessment from other class activities is that they are designed to collect information on specific program learning objectives (p. 87). We designed our assessment to measure stu dents' knowledge of theory. More specifi cally, we measured three program objec tives associated with one program goal (see Table 1). We conducted the embedded assessment for our Five-Year Program Review. Thus, similar to many departments, our decision to measure learning outcomes was moti vated by an external force (Howery 2001; Weiss 2002; Weiss et al. 2002), namely the university administration. Scholars note that academic departments are coming under increasing pressure to assess learning outcomes (Cameron et. al. 2002; Howery 2001; Wagenaar 2002; Weiss 2002; Weiss et al. 2002). Faculty often resist this pressure because they feel overburdened by the additional work load and they fear that assessment may result in a loss of autonomy (Cappell and Kamens 2002). For these reasons, members of the sociology faculty at our university were reluctant to participate in the assessment process. In the first part of this paper we describe our assessment instrument and report as sessment outcomes. Next we report on a five-point agenda for change generated by faculty in response to the assessment outcome. Finally we present an in-depth discussion of faculty reaction to the assess ment process." @default.
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- W2021014358 date "2006-07-01" @default.
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- W2021014358 title "Assessing Student Learning: A Case Study" @default.
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- W2021014358 doi "https://doi.org/10.1177/0092055x0603400307" @default.
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