A relevant article on biases in our judgments of what we learn is the
following:
Bjork, Robert A.(1995). Memory and metamemory considerations in the
training of human beings. In J. M. A. P. Shimamura (Ed.), Metacognition:
Knowing about knowing (pp. 185-205). Cambridge, Massachusetts: The MIT
Press.
Bjork has done several studies that show student ratings of how much they
learned to be quite in error, especially with respect to knowledge retained
after several weeks or more. Students feel they have learned more when the
presentation is simple and easy to understand, and they feel they have
learned less when they must struggle more with the material. (I'm sure that
some types of confusion are more productive than others!)
Cheers,
Dale Berger
Professor and Chair, Psychology
Claremont Graduate University
123 East Eighth Street
Claremont, CA 91711
FAX: 909-621-8905
Phone: 909-621-8084
http://www.cgu.edu/faculty/bergerd.html
----- Original Message -----
From: Ed Bailey <[EMAIL PROTECTED]>
To: Ed-Stat List <[EMAIL PROTECTED]>
Sent: Tuesday, November 30, 1999 9:06 AM
Subject: Student Ratings
> By way of introduction --
>
> I teach Elementary Statistics at a Two-year college. (MS -
> Statisics, PhD - Math Education).
>
> Question --
> On page 489 of "Elementary Statistics" by Triola (7th), there is a
> sidebar article on " Student Ratings of Teachers". However, it does not
> give any information on the studies used for the claim that student
> evaluations have a negative correlation with amount of material learned.
> If you happen to know the article refered to or any related studies,
> please let me know.
> Thank You -- Ed Bailey <[EMAIL PROTECTED]>
>
>
>
