Assessing Learning Outcomes in Quantitative Courses: Using Embedded Questions for Direct Assessment

Abstract

Researchers can evaluate learning by using direct and indirect assessment. Although there are various ways to apply these approaches, two common techniques are pretests and posttests (direct assessment), in which students demonstrate mastery of topics or skills, and the use of knowledge surveys (indirect assessment). The present authors used these two techniques to demonstrate that student knowledge of course material increased significantly during the semester. Furthermore, the authors demonstrated that the indirect knowledge survey of perceived knowledge did not correlate with actual knowledge.