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 ...

Aspiring teachers are unfamiliar with basic principles of learning science and should learn how to connect those principles to practice, according to a new report from Deans for Impact. Last fall, ...

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.

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 ...

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 ...

Generative artificial intelligence (AI) has broken higher education assessment. This has implications from the classroom to institutional accreditation. We are advocating for a one-year pause on ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

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 ...

Program assessment is very important for ensuring that UB students are achieving important learning outcomes for the degree program and is also key for demonstrating to our external stakeholders that ...

What is the difference between formative and interim assessments? Here’s a guide for distinguishing different kinds of student assessments. Formative Learning Assessment: Formative learning is the ...