The Assessment Review
Over the past decade, resistance to assessment has dwindled, no doubt because of two factors. One is compliance. Regional accreditors across the country are exerting more pressure and enforcing stricter oversight at institutes of higher education under the pressure of the federal government. Rather than risk […]
We welcome you to Volume 1, Issue 2 of Assess@CUNY, an online quarterly publication of the CUNY Assessment Council that supports the Council’s Mission. In our second issue we bring you five articles, all written by CUNY faculty and staff […]
The gaps in graduation and retention rates between ethnic and gender groups continue to be a foremost area of focus at Borough of Manhattan Community College (BMCC), The City University of New York (CUNY). Equity and inclusion is also a critical concern as it relates to faculty and staff. At BMCC, a college-wide initiative, Designing for Success, is seeking […]
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 […]
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 […]
One of the earliest widely distributed and read statements of assessment was the 2004 book Assessing Student Learning: A Common Sense Guide by Prof. Linda Suskie, one of three important books on outcomes assessment published in that year. Fifteen years ago, the field of outcomes assessment was loosely structured and […]
A popular New York Times Op‐ed laments the waste of time, energy, and resources on the pointless exercise of learning outcomes assessment (Worthen, 2018). The article exemplifies how the purpose, value, and process of assessment are utterly misunderstood by many in higher education. The etymology of […]
We welcome you to Volume 1, Issue 1 of Assess@CUNY, a quarterly publication of the CUNY Assessment Council that supports […]
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 […]
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 […]
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Recent Comments
- Shelly Eversley on Pedagogical Love during the Age of the Pandemic: Formative Assessments to the Rescue
- Brian Buckwald on Learning to Like Brussels Sprouts . . . and Assessment
- Barb Syrrakos on Learning to Like Brussels Sprouts . . . and Assessment
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- Vol 1, Issue 1 (Feb 2020)
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- Vol 2, Issue 1 (Sept 2020)
- Vol 3, Issue 1 (Nov 2021)
