Title

A Kind of Heresy: Assessing Student Learning in Philosophy

Document Type

Article

Publication Date

5-2011

Abstract

The article discusses issues associated with the assessment of student learning in philosophy. It discovers that successful assessment may require expansion of disciplinary horizon to incorporate some techniques from the social sciences including sampling procedures and developing scoring rubrics that yield numeric evaluations. The article also suggests that humanists who teach philosophy should develop consultative and collaborative relations with colleagues from the social sciences.

Comments

Based on a presentation with the same name given at the Assessment Institute in Indianapolis, Indiana, October 25–27, 2009.