The admission that we in higher education cannot provide sound information about whether or not students are learning was, at least to me, staggering. I must point out, however, that I have found very few people in our enterprise who share my reaction. Peter Ewell, in his thoughtful essay on student learning that accompanies the report, said that not addressing student learning in this context is quite appropriate. Ewell also reminded us that state efforts do not extend to private colleges and universities. Here are a few questions about gathering and using evidence of student learning that might enliven future conversations and actions.
Academics make judgments about how well students perform in various courses of study.
Grades summarize these judgments. The problem is, however, that grades no longer are perceived as sufficient evidence of student learn-ing. Employers, public officials or students and fami-lies even some educators are asking for more direct evidence of what students can do. Grades don t count the way they use to. We either need to rehabil-itate the value of the grade as adequate evidence of student achievement or come up with other indicators.