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 […]
Archive | Reflections
CUNY assessment professionals report from conferences, seminars, workshops, etc.
How Do We Know What We Know?
As scholars, we spend years training in our disciplines, developing techniques to make meaning of the world. As a chemist, I start with a hunch about a chemical reaction, then design experiments and measurements to collect data that provide insight into the reaction. From there, I continue with the iterative process of hypothesizing, experimenting, measuring, […]
Learning to Like Brussels Sprouts . . . and Assessment
There are three stages to teaching: planning, instruction, and assessment. For many of us one of these stages is more satisfying than the others. We may be better versed in one more than the others. In those areas in which we are weak, or not as well versed, we might avoid or instead just “fly […]
Ensuring Fairness in Unprecedented Times: Grading Our Nation’s Students
By Tammie Cumming, M. David Miller, Jennifer Bergeron and Fredrik deBoer on July 6, 2020 in Fostering Culture, Reflections, Vol 1, Issue 2 (Jul 2020)
For high school and college students across the country, getting through the end of the school year has gotten very complicated. The spread of the Covid-19 coronavirus, and the widespread closure of public places in response, has turned […]
Assessing Student Learning In Distance Learning Environments
By Lizandra Friedland and Cheryl Littman on July 6, 2020 in Academic Affairs, Reflections, Vol 1, Issue 2 (Jul 2020)
Thinking carefully about how we can support our students in achieving the learning goals we set for them is what assessment is all about. A good assessment strategy can both inform your teaching and support your students in the new distance-learning environment. The information below is intended to help Queens College instructors assess […]
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 […]
