The Assessment Review
Dear fellow assessment- and assessment-adjacent professionals,
It is my honor and privilege to present to you the Spring 2023 issue of the Assessment Review! 2022-2023 has been a transitional year for our editorial team, as we lost both of our senior editors last June – Richard LaManna (Bronx CC) to retirement and Brian Buckwald (Hunter […]
Abstract:
Because of the coronavirus pandemic, there has been a paradigm shift from traditional classroom instruction to remote online modalities. To provide the most current and relevant information on nuclear medi- cine technology to students without access to traditional resources on a college campus, it has become imperative that primary literature within the […]
It’s About Behavior
Purposeful behavior or action is a demonstration of skills and competencies, present not only in every classroom but in any human interaction as well. Skills are behaviors that show how well we govern and how effectively we use the theoretical knowledge stored in our brains. The struggle for educators is that “behavior” […]
Making General Education Visible
How visible is general education? Assessment has shown us the importance in education of being more transparent, of articulating learning outcomes and providing evidence of learning. Russian Formalist Shklovsky (1965), when describing art, used a metaphor that translates into English as “make it stony.” To make something stony is to defamiliarize […]
Dr. Natasha Jankowski is a higher education and assessment expert and the former Executive Director of the National Institute for Learning Outcomes Assessment (NILOA). She is co-author of the books Using Evidence of Student Learning to Improve Higher Education; the book Degrees that Matter: Moving Higher Education to a Learning Systems Paradigm, and the […]
While accreditation work consists of adherence to standards and criteria, too often efforts are reduced to simply a compliance mindset to satisfy accreditors (Ewell, 2009; Gaston, 2018; Levy et al., 2018). To combat a compliance mindset with accreditation work, this article encourages a betterment approach to promote continuous improvement rather than focusing solely on meeting external criteria. Mindsets for compliance and betterment will be […]
Most educational practices continued during the academic year 2020-2021 despite the restrictions caused by the Covid-19 pandemic. While faculty certainly had to pivot and replace in-person modality with a virtual reality, this switch to virtual did not fully define the educational improvement at the course level at Georgian Court University (GCU). This statement is collaborated with evidence from my institution’s […]
The Net Promoter Score (NPS) was introduced in 2003 and has since been embraced by a vast majority of major companies worldwide. However, higher education has been slower to adopt this simple metric, in part because students aren’t exactly customers. Although they can choose among the many educational institutions and resources that are available just like corporations’ customers, students are also developed and shaped by […]
To satisfy various stakeholders, including their institution’s administrators, faculty assess the effectiveness of their teaching (Haras, et. al, 2017). End-of-course student evaluations are still the most widely used method to assess teaching (Lawrence, 2018). Increasingly, however, research evidence shows that student bias, such as expected grade, gender, age, race, and attractiveness of the teacher all have significant impact on faculty ratings (Boring, Ottoboni & Stark, 2016; Nilsen, 2012). Student assessments of teaching focus on […]
Knowing that First-Year Composition (FYC) is closely tied to student success at our Hispanic-serving institution, we conducted a pilot study to see how redesigning our FYC courses with scaffolded reading and writing instruction might impact pass rates and retention of our Latinx students. The results of this study clearly demonstrated that a scaffolded course design that culminates in a final assessment based upon prior knowledge and course content […]
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- Vol 1, Issue 1 (Feb 2020)
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