Welcome to The Assessment Review: A City University of New York (CUNY) Publication. Our earlier publication, ASSESS@CUNY, has been relaunched with a new title, an expanded focus, and a larger dedicated staff. In this issue we bring you articles written by CUNY faculty and staff […]
Accreditation Standards to Include Diversity, Equity, & Inclusion
By Tammie Cumming, Isana Leshchinskaya and M. David Miller on November 1, 2021 in Accreditation, Vol 3, Issue 1 (Nov 2021)
Diversity, Equity and Inclusion (DEI) are rooted in the cultural identity and lexicon of a civil society. However, in 2020, these words became aggressively polarizing among groups in America. Along with polarization, Americans either became fearful of their neighbors, separated from those who were different, were moved to a new awakening that there is much […]
Interview: with Dr. Tammie Cumming
Dr. Tammie Cumming serves as Associate Provost and Assistant Vice President for Institutional Effectiveness at Brooklyn College. She has provided educational research and assessment support services in higher education and at ACT Inc. for more than 25 years. Dr. Cumming is a frequent speaker on educational assessment and accreditation on a national/international level and recently […]
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, […]
NCLB Turns 20: When Assessment is Used to Disguise a Dark Agenda
This January the vaunted education legislation known as No Child Left Behind (NCLB) will turn 20. Signed in the wake of 9/11 and sold as a revolutionary piece of legislation to help all children learn, NCLB leveraged a general naivete of how to measure student success to support an agenda of private interventions that generated […]
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 […]
From the Assess@CUNY Staff (Vol 2, Issue 1)
We welcome you to Volume 2, Issue 1 of Assess@CUNY, an online quarterly publication of the CUNY Assessment Council that supports the Council’s Mission. In our second issue we bring […]
Assessment 101: A CUNY Collaboration
By The Assessment Review on September 17, 2020 in Announcements, Technology, Vol 2, Issue 1 (Sept 2020)
In Summer 2018, members of the CUNY Assessment Council decided to collaborate on developing an online course to benefit faculty and staff across the CUNY system by introducing the basic principles of assessment. With the recently revised Middle States Standards and the increased demand for institutional effectiveness, the timing was ideal for a project of […]
Pedagogical Love during the Age of the Pandemic: Formative Assessments to the Rescue
By Shylaja Akkaraju on September 17, 2020 in Formative Assessment, Pedagogy, Vol 2, Issue 1 (Sept 2020)
Pedagogical love is the genuine care and empathy expressed by a teacher towards a student’s learning experience and growth. This concept became starkly relevant when we transitioned abruptly to an online mode of instruction. During this period, the immense power of the assessment revealed itself while the significance of the grade dimmed somewhat. More specifically, […]
How 20 Years of Education Reform Has Created Greater Inequality
When the Program for International Assessment (PISA) results were released in December 2019, they indicated that the last 20 years and billions of dollars spent on education reform in the USA had been ineffective. But the rankings are misleading. While American students remain roughly the same on aggregate, the top quarter of American students […]
