Student Assessment of Learning Gains

Student Assessment of Learning Gains SALG, is adapted from original work by Elaine Seymour (23)... 

Seymour, E. Student Assessment of Learning Gains. http //www.wcer.wisc.edu/salgains/instructor/ (Accessed September 5, 2006)... 

Carroll, S., E. Seymour, and T. Weston (2007) Student Assessment of their Learning Gains (SALG). http //www.salgsite.org (accessed December 2009). 

Results from the initial offering of the course will be presented from the perspective of assessment of student learning gains, student self-evaluation of course performance, student evaluation of course delivery, as well as instructor observations and student feedback. 

These exams focus the students attention on analysis and design skills as they are developed during the project. Peer and self assessment are also incorporated as part of the 60% as is a personal reflection on the learning gained through the IDP... 

At the end of the whole sequence air pollution, the motivational learning environment was assessed by means of a questionnaire (see Bolte, 2006). This was done in order to gain insight into students perception regarding learning environment aspects such as relevance. The students claimed that they understood the content very well. The topics of the lesson sequence were pereeived by the students as personally and socially more relevant to other chemistry lessons that they experienced in the past. 

The unit begins with a pre-unit assessment lesson in which students share what they think about chemicals and what they would like to learn and gain from their first experience observing and describing an unknown material. In Lesson 2, students encounter the mystery of their five unknown solids (sugar, alum, talc, baking soda, and cornstarch), and assemble the tools they will... 

Anderson and Anderson (1982) identify two major purposes for assessing affective characteristics. They are (1) to gain a better understanding of students prior to instruction and (2) to examine the extent to which students have acquired the affective objectives of a course or curriculum. In the first situation, affective characteristics are means to an end in which the assessment enables the instmction to be altered for particular students or types of students with the hope that such alterations will lead to increased learning. In the second situation, affective characteristics are ends in themselves, that is, specific programs are designed and implemented in order to help students achieve particular affective objectives. 

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