There are many approaches to thinking about evaluating teaching and learning. Three approaches used in higher education are often confused with each other. Research on Teaching and Learning, Learning Outcomes Assessment, and the Scholarship of Teaching and Learning (SoTL) all aim to improve educational practices, but they serve distinct purposes, employ different methodologies, and produce different types of knowledge.
All three approaches are valuable and legitimate forms of inquiry. The choice among them should depend on a researcher/practitioner’s goals, context, and intended outcomes. Understanding these distinctions helps faculty choose appropriate methods for their goals, allocate time and resources appropriately, and navigate institutional requirements effectively.
Learning Outcomes Assessment
Learning outcomes assessment is an evaluative process focused on measuring student achievement of identified learning goals. Assessment practice typically:
- Focuses on improving specific programs or courses
- Uses direct and indirect measures as evidence of student learning
- Is conducted as part of normal educational operations
- Aims to inform decision-making within a program or institutional context
- Results in internal reports and program improvements
Examples:
- Rubric-based evaluation of student projects, presentations, and written assignments
- Pre- and post-testing to measure changes in students’ knowledge and skills over the course of a semester
- Surveys and focus groups to gather student feedback on their learning experiences
Research on Teaching and Learning
Research on teaching and learning, or educational research, represents a systematic inquiry into pedagogical methods, strategies, and their effectiveness. Researchers typically:
- Aim to generate new knowledge about teaching and learning processes
- Focus on generating theoretical knowledge about teaching
- Follow formal research protocols and methodologies
- Acquire IRB approval when involving human subjects
- Intend to create generalizable knowledge beyond the immediate context
- Intend to publish results in peer-reviewed publications
Examples:
- Studies on the effectiveness of active learning techniques, such as in-class discussions, problem-based learning, and team-based learning
- Research on how students’ prior knowledge, motivation, and learning strategies impact their academic performance
- Investigations into the role of feedback and formative assessment in improving student learning
Scholarship of Teaching and Learning (SoTL)
The scholarship of teaching and learning is systematic inquiry into student learning with the goal of advancing the practice of teaching. It treats teaching as a form of scholarly work that can be studied, improved, and communicated to others in the academic community. SoTL practice typically:
- Investigates specific questions about teaching and learning
- Aims to contribute to broader pedagogical knowledge
- Focuses on innovative teaching approaches
- Uses disciplinary research methods
- Often includes experimental or quasi-experimental designs
- May involve multiple data collection methods
- Usually requires IRB approval
Examples:
- Case studies examining the implementation and impact of new teaching methods or curricula
- Analyses of student work products to understand how students are learning course material
- Reflective essays by faculty members on their teaching practices and student learning
SoTL emerged from Ernest Boyer’s 1990 work “Scholarship Reconsidered,” which proposed expanding the definition of scholarship beyond traditional research.