By Katharina De Vita, Guido Conaldi, Sara Gorgoni, et al., Published on 05/20/25

There are lots of problems with student evaluations of teaching. Among them: timing.

I think author of this @insidehighered.com essay means to be helpful, and I like the shift from participation to engagement (plus he cites @cjdenial.bsky.social so that's always good!), but I think it still misses the mark significantly. 1/x https://www.insidehighered.com/opinion/career-advice/teaching/2025/01/22/making-class-participation-grades-meaningful-opinion

How one professor uses a “math memoir” assignment to give students a reference point for their own learning.

Balancing Faculty and Student Workload Maha Bali

Insights from a survey at the University of Colorado Denver

Or, how not to scare away new alternative graders

In the post-COVID pandemic educational setting, assessment offers ways to gain crucial insights into student thinking and learning and the areas ...

And generative AI is the thing that broke it, Zach Justus and Nik Janos write.

This is the fifth post of the Carefully Curated Series for the Spring 2024 semester. I had the chance to visit my undergraduate university campus this past weekend. It was so beautiful, and the vib…

Project History The Grand Challenges for Assessment in Higher Education project is a collaborative effort endorsed by ten higher education organizations to create national strategic plans to address pressing challenges facing assessment in higher education. Singer-Freeman and Robinson (2020)

If ChatGPT can do it, and if the purpose is learning, it’s not worth doing.

This course has been co-created with our partner, the American Association of Colleges and Universities This course has been developed with Jessica Chittum and Kate Drezek McConnell, and it includes short videos, activities, and discussion prompts. When completed you will be able to: Explain what VALUE rubrics are and why they are important to the

Presenter: Dr. Kevin HarrisAssociate Director of the Office of Institutional Assessment, Research, and Effectiveness - Tennessee Tech UniversityThe Office of...

Students are not always sure how to give kind and specific feedback. They need explicit instruction and practice giving peer feedback if it is going to be valuable and constructive.Check out this peer feedback template, Copy and make it work for you.https://t.co/uCDFN0Gkm1 pic.twitter.com/BlcBb5I5Sx— Katie Novak (@KatieNovakUDL) July 24, 2023

At Belmont University assessment practices exist to measure our students' progress toward our University Learning Goals and to foster a meaningful and sustainable campus conversation.

It takes a village... Reflections on sustainable learning design - from educationalist.substack.com; The Educationalist by Alexandra Mihai Excerpt: For the purpose of this article I want to look at learning design in a more holistic way, as a practice that takes place at institutional level. Because we are actually not designing the learning, we are designing for learning. It’s

by Derek Bruff, visiting associate director This spring CETL hosted a faculty learning community on the topic of active learning in large STEM courses. Over a dozen faculty from biology, chemistry, mathematics, physics, and other departments met every other week, mostly on Zoom, to share and discuss shared challenges teaching large courses, particularly introductory courses. […]

Robert Talbert is a math professor, so numbers are his thing. And the way the grading system in education works has long bothered him.That became clear ...

h/t Josh Eyler Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers’ grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and non-cognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.