The Assessment Review
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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 […]
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Recent Posts
- From The Assessment Review Editorial Staff (Vol 3, Issue 2)
- Interview: with Dr. Natasha Jankowski
- Combatting a Compliance Mindset by Advocating for Betterment
- End of Course Reflections and Changes Informed by Assessment During the Covid-19 Pandemic
- The Potential and Pitfalls of Net Promoter Scores (NPS) as a “Business World” Metric in Academic Assessment
Recent Comments
- checkcheat on How Do We Know What We Know?
- 168ava on How Do We Know What We Know?
- Vicky Nunez on Creating Equity: Scaffolding First-Year Composition At A Hispanic-Serving Institution
- Vicky Nunez on Creating Equity: Scaffolding First-Year Composition At A Hispanic-Serving Institution
- Betty Doyle on Creating Equity: Scaffolding First-Year Composition At A Hispanic-Serving Institution
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- Vol 1, Issue 1 (Feb 2020)
- Vol 1, Issue 2 (Jul 2020)
- Vol 2, Issue 1 (Sept 2020)
- Vol 3, Issue 1 (Nov 2021)
- Vol 3, Issue 2 (Apr 2022)