As pedagogues, we use a number of devices to assess student learning outcomes. These may be in the form of comprehensive tasks within our disciplines that allow for students to demonstrate synthesis, to apply original thought, and to actively engage in problem-solving skills. The vehicle for assessment, the “comprehensive task,” is often a project or paper that can tell us much, but still cannot directly speak to us. This forum explores the value of garnering direct, face-to-face student input on the students’ own student-learning experiences regarding a given course. This resulted, in many cases, in frank and useful insights that could not have been as clearly ascertained from merely evaluating outcomes through the limited medium of some end product.
Bovaird-Abbo, Kristin; Hessler, Karen; and Oravitz, Michael, "Just Ask: Enriching Evaluation through Face-to-Face Student Feedback" (2015). Teaching, Learning & Assessment. 24.