Reporting on a study conducted by a National Research Council committee charged with synthesizing research in undergraduate science education, this volume examines methods for the evaluation of teaching and learning of the sciences. The report recommends a greater reliance on formative evaluations consisting of ongoing informal feedback from students and colleagues. They also affirm the usefulness of summative evaluations, while cautioning against over reliance on them. They further provide advice on how various institutional actors can act to implement the recommendations. Annotation (c) Book News, Inc., Portland, OR (booknews.com)
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