To do justice to students and as a matter of professional duty, faculty members should be at the center of defining and measuring undergraduate learning outcomes, argue Josipa Roksa and Richard Arum.

Authors: Lorrie Shepard, Elena Diaz-Bilello, William Penuel, and Scott Marion Suggested Citation: Shepard, L. A., Diaz-Bilello, E., Penuel, W. R., & Marion, S. F ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Today's context for higher education presents student affairs with many challenges. Among these are new technologies, changing student demographics, demands for greater accountability, concern about ...

Helping students progress towards their educational goals involves communicating how far they have come and how far they have yet to go. This is the role of assessment. Designing meaningful assessment ...

Pratt Institute recognizes the central role of faculty in developing, reviewing, and assessing curriculum, pedagogy, and student learning. In all decisions regarding the planning and practice of ...

Assessing student learning effectively is often complicated by relying on ambiguous proxies such as grades, quiz scores, or assumptions about students' internal states, such as what they feel, think, ...

This excerpt from our upcoming book, The ESL/ELL Teacher’s Survival Guide, highlights student reflection as a tool for assessing the learning of English-language learners. However, we’ve found these ...

Built on the constructs of Culturally Relevant Pedagogy, Culturally Responsive Assessment argues for an intentional focus on conducting assessment in ways that recognize and support the needs of our ...

Description: We are interested in the issue of assessing learning activities based on the ACRL Framework for Information Literacy (IL) because we believe that information literacy skills are important ...