Welcome to the 2025 issue of Assessment Review, featuring articles on assessment & AI, challenges in the assessment cycle, and curiosity as a motivator in Student Affairs Assessment! Dear Colleagues, The members of the Editorial Team at The Assessment Review are very excited to bring you our 2025 issue! We present three original articles covering […]
Two Years of Generative Artificial Intelligence in Higher Education: The Seven Waves of Assessment and GenAI
Since November 2022, when generative artificial intelligence (GenAI) exploded onto the higher education landscape, higher education institutions have undergone significant transformations. GenAI remains in a state of flux, as do the concerns and decision-making processes of educators at these institutions. The past two years have been marked by a series of rapid changes, offering valuable […]
Using Curiosity as a Motivational Technique for Engaging in Student Affairs Assessment
Introduction Curiosity may have killed the cat, but it also enticed Alice to enter Wonderland. Curiosity is the drive to seek knowledge to fill a gap in our understanding, without an extrinsic reward (Loewenstein, 1994). Curiosity is central to human evolution and learning since our minds desire to eradicate uncertainty. Therefore, when shown something unfamiliar, […]
Assessment Cycle in Higher Education: A Critical Appraisal
The assessment cycle in higher education has been widely promoted for over a decade as a tool to improve teaching and learning by systematically defining student learning outcomes, measuring performance, analyzing data, and using results to inform instruction. Advocates argue that this process nurtures a culture of continuous improvement, transparency, and instructional refinement benefiting students, […]
From The Assessment Review Editorial Staff (Vol 5, Issue 1)
Dear Assessment Colleagues, Our team here at The Assessment Review are extremely excited to present to you our Spring 2024 issue! For this release we have a great collection of six varied articles from across the United States as well as an article from our neighbors in Canada. First off, we have a pair of […]
Mapping the Response to AI and Its Impact on Assessment Redesign Through Document Analysis
Abstract This paper investigates the response of higher education institutions to the integration of generative artificial intelligence (GenAI) in assessment design, prompted by the advent of tools like ChatGPT, Claude, Gemini, and Bard. Through a document analysis of 135 English-speaking websites, including university and educational organization guidelines, the study identifies and discusses emerging trends and […]
Using Student Affairs Ethics to Provide Guidance for a Machine Learning Workflow
It’s Friday night, it’s been a long week, and I am rewarding myself with sushi from my favorite spot. I place my usual order for a hosomaki combo, but since I don’t like the tuna roll, under special instructions, I start to write “please swa—” and my predictive text feature assumes that the rest of […]
Emphasizing Agency in Assisting Faculty to Improve Student Learning
A Janusian Duality with Student Learning The Roman god Janus is often depicted with two faces—one looking to the past and one to the future. The dual-faced representation symbolizes his ability to preside over beginning, transitions, and doorways. In the 1970s, psychiatrist and psychoanalyst Albert Rothenberg (1971) brought the ancient god to modernity by introducing […]
Design, Implementation, and Assessment of a Student Pharmacist Elective Course on Emotional Awareness
By Kimberly A. Pesaturo, Melissa Mattison and Charles F. Caley on March 27, 2024 in Vol 5, Issue 1 (March 2024)
Abstract As patient and medication complexity grows, the demand for pharmacists with enhanced emotional intelligence, empathy, and resilience increases. While topics like healthcare communications and pharmacy ethics are routinely taught in the doctoral curriculum, there appears to be a gap in directly assessing emotional intelligence and its associated themes as they relate to professional identity […]
From the Knowledge Dimension to Assessment Design: A Theory to Practice Assessment Framework
The concept for this proposed framework was born from what initially seemed a simple question asked of an assessment practitioner: can a learning outcome at a given Bloom’s level be assessed via a multiple choice quiz? Before answering this question, it is necessary to examine related literature. Cognitive learning theory has grounded academic program design […]
