Student outcomes assessment has gained prominence at all levels of education because of pressures for accountability for educators. One area that has not been used in the process is the perceptions students have of their learning experience. This article attempts to explore whether this previously ignored dimension adds value to the overall outcomes assessment. Preliminary results support the inclusion of student perceptions. Insight to faculty for improving the curriculum by identifying areas of student-perceived strengths and weaknesses is offered.
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Glynn et al. (1993) studied this question.