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 […]
Assessment Pioneers Inspire Best Practices in Community Colleges
By Richard LaManna and Michael Roggow on July 6, 2020 in Literature Reviews, Spotlight on People, Vol 1, Issue 2 (Jul 2020)
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 […]
Ensuring Student Success: Using Formative Assessment as the Key to Communication and Compassion Among Faculty, Students, and Staff
By Shylaja Akkaraju, Seher Atamturktur, Laura Broughton and Tica Frazer on July 6, 2020 in Academic Affairs, Vol 1, Issue 2 (Jul 2020)
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 […]
From the Assess@CUNY Staff (Vol 1, Issue 1)
We welcome you to Volume 1, Issue 1 of Assess@CUNY, a quarterly publication of the CUNY Assessment Council that supports […]
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 […]
Does Absenteeism Really Matter?
By Chris Efthimiou and Tica Frazer on February 10, 2020 in Administrative Units / AES, Technology, Vol 1, Issue 1 (Feb 2020)
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 assume […]
Academic Assessment: Best Practices for Successful Outcomes with Accreditation Evaluation Teams
By M. David Miller and Tammie Cumming on February 10, 2020 in Accreditation, Vol 1, Issue 1 (Feb 2020)
Accreditation is an important process for ensuring program integrity, as well as awarding Title IV financial aid, which includes student loans and federal grant awards. Assessment is a critical component of accreditation. Most accrediting commissions […]
Conducting Comprehensive Assessment Within Community Colleges: Administrative, Educational, and Student Support (AES) Assessment with the Shults Dorimé‐Williams Taxonomy
By Marjorie L. Dorimé‐Williams and Christopher Shults on February 10, 2020 in Administrative Units / AES, Vol 1, Issue 1 (Feb 2020)
Evolving external demands, which include requirements that colleges and universities examine their administrative, educational, and student support (AES) units, reflect fundamental changes within the primary regulatory bodies responsible for higher education accountability—regional accreditors. There are seven […]
Reflections on Assessment and the Acquisition of Writing Skill in French 123
During my time as the department representative of World Languages and Cultures on the Bronx Community College Assessment Council, 2015-2017, I developed a rubric for assessing compositions that were part of the French 111 (introductory course) final examination. Students had access to the rubric in advance of the assignment so that they could familiarize themselves […]
