Archive | Vol 5, Issue 1 (March 2024)

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 […]

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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 […]

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Design, Implementation, and Assessment of a Student Pharmacist Elective Course on Emotional Awareness

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 […]

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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 […]

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Moving Forward by Reflecting Back: Key Lessons Learned from Multi-Disciplinary Faculty Driven General Education Assessment

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 […]

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