Assessing Student Learning Outcomes in United States Government Courses

Autor/inn/en	Champney, Leonard; Edleman, Paul
Titel	Assessing Student Learning Outcomes in United States Government Courses
Quelle	In: PS: Political Science and Politics, 43 (2010) 1, S.127-131 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-0965
DOI	10.1017/S1049096510990689
Schlagwörter	Majors (Students); United States Government (Course); Current Events; Political Science; Females; Social Studies; Knowledge Level; Student Evaluation; Gender Differences; Grade Point Average; Nonmajors; College Students + Suchen Sie Ihr Suchwort? Aktualität; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Weibliches Geschlecht; Gemeinschaftskunde; Wissensbasis; Schulnote; Studentische Bewertung; Geschlechterkonflikt; Collegestudent
Abstract	This study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10