Friday, September 17, 2010

The Measure of Success

By Mike Martin for Oregon Quarterly
Frustrated by poor student performance in introductory courses they were teaching, University of Oregon physics professors James Schombert and Stephen Hsu wondered if they were missing something in the acronym-driven numbers game—GPA, SAT, GMAT, GRE, ACT—that dominates the college admissions process.
Freshman students with high entrance-exam scores weren’t performing as well as expected, and “we were unable to determine if there was a deficiency in our teaching or in student cognitive abilities,” Schombert explains. “Being good scientists, we began looking for answers.” 

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