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 […]
Moving Forward by Reflecting Back: Key Lessons Learned from Multi-Disciplinary Faculty Driven General Education Assessment
By Stephanie Cai, Jeen Mariam Joy, Virginia Wray Totaro, Christy Tyndall, Angela P. Wetzel and Maria Carolina Yaber on March 27, 2024 in Vol 5, Issue 1 (March 2024)
Abstract Upon pausing to consider the progress accomplished in the implementation of a revised general education (GenEd) program, faculty, and staff of the General Education Assessment Committee (GEAC) at Virginia Commonwealth University identified key lessons that supported success and opportunities to enhance assessment in our program. This article shares what was learned. The experience underscored […]
Satisfying Program-Level Outcomes by Integrating Primary Literature into the Online Classroom
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 field be […]
Nothing But Skill
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
By Joanne Liebman Matson and Belinda Blevins-Knabe on May 11, 2023 in General Education, Vol 4, Issue 1 (May 2023)
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 […]
