Gene Wilhoit is focused on the student learning experience: What is learned, how it’s learned, where learning happens, how learning is demonstrated, and how learning is credentialed. The former head ...

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 ...

Six or seven years ago, when we were formalizing our approach to “Assessment for Learning” at the Center for Collaborative Education (CCE), we called it Quality Performance Assessment (QPA), meaning ...

Varying the format of comprehension checks guides students to demonstrate learning and provides teachers feedback on progress ...

In alignment with Northwestern’s commitment to excellent teaching and the personal and intellectual growth of our students, the University is dedicated to the assessment of student learning outcomes ...

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 ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

For online training instructors, creating meaningful performance assessments for online training is a critical issue. Nowadays, most online training instructors like to evaluate what learners learnt ...

I appreciate Laurie Fendrich’s ability to get through a tirade about assessment without using the words “fascist,” “jackboots,” or “Orwellian” (“A Pedagogical Straitjacket,” The Chronicle Review, June ...

Does anyone really know the definition of a "good" assessment? Does such a thing even exist? The second question has no clear answer (which means it's not likely to show up on an assessment any time ...