Archive | February, 2020

Moving Learning Forward: Early History of the CUNY Assessment Council

The trend towards learning outcomes assessment as a practice in higher education emerged in the United States in the 1990s. The working premise was that a clear and explicit articulation of what students were expected to “know and be able to do” and an accompanying process to discern that learning would improve student success.  My […]

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Does Absenteeism Really Matter?

At Bronx Community College (BCC), faculty are required to include the following statement on their course syllabi: Class participation is a significant component of the learning process and plays an important role in determining overall student grades. Attendance, one may argue, is a key component to participation (online courses notwithstanding). It is logical to assume […]

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Conducting Comprehensive Assessment Within Community Colleges: Administrative, Educational, and Student Support (AES) Assessment with the Shults Dorimé‐Williams Taxonomy

Evolving external demands, which include requirements that colleges and universities examine their administrative, educational, and student support (AES) units, reflect fundamental changes within the primary regulatory bodies responsible for higher education accountability—regional accreditors. There are seven […]

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Reflections on Assessment and the Acquisition of Writing Skill in French 123

During my time as the department representative of World Languages and Cultures on the Bronx Community College Assessment Council, 2015-2017, I developed a rubric for assessing compositions that were part of the French 111 (introductory course) final examination. Students had access to the rubric in advance of the assignment so that they could familiarize themselves […]

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