Love to Teach, but Hate Assessment?

Jeffrey Chin, Mary Scheuer Senter, Roberta Spalter-Roth

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

The authors provide context for the three articles in the special section of this issue of Teaching Sociology on the topic of assessment. They provide a brief discussion of assessment in higher education today, supported by research conducted by the American Sociological Association from a survey of department chairs. These data indicate that most sociology departments are in fact conducting some form of assessment, although faculty members often are critical of these activities. The authors argue that sociologists are well situated to play a major role in carrying out assessment plans by virtue of their disciplinary training and skills in analyzing data. Further, the authors appeal to readers of Teaching Sociology that assessment and the scholarship of teaching and learning are inextricably linked and that it requires only a small step from conducting research on the scholarship of teaching and learning to doing assessment.

Original languageEnglish
Pages (from-to)120-126
Number of pages7
JournalTeaching Sociology
Volume39
Issue number2
DOIs
StatePublished - Apr 2011

Keywords

  • assessment
  • scholarship of teaching and learning

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