Assessing Learning

  • Part 5: Designing for Integrity in the AI Era

    Part 5 of the “Introduction to Effective Assessments” Playlist In the previous articles in this series, we explored the foundations of effective assessment design. We examined how assessments can empower learning, how validity, reliability, and alignment ensure that assessments measure what they claim to measure, how instructors can choose strategies suited to their teaching context,…

  • Part 4: What Your Grading Formula Really Communicates

    Part 4 of the “Introduction to Effective Assessments” Playlist In the first three parts of this series, we explored how effective assessments support learning, how validity, reliability, and alignment make assessments trustworthy, and how instructors can choose strategies that fit their teaching context. But assessment design does not stop with choosing assignments. Equally important is…

  • Part 3: Choosing the Right Assessment Strategy for Your Context

    Part 3 of the “Introduction to Effective Assessments” Playlist In the first two parts of this series, we explored the purpose of assessment and the qualities that make assessments trustworthy. We discussed how effective assessment ecosystems combine multiple approaches and how validity, reliability, and alignment ensure that assessments truly measure learning. But even well-aligned assessments…

  • Two Toolkits for Fostering Reflection

    Reflection is a powerful practice because it moves us beyond simply completing tasks to actively making meaning from our experiences (Dewey, 1933). When we reflect, we revisit what we did, examine why it mattered, and consider how our thinking or approach has changed. This process supports deeper learning by strengthening connections between concepts, surfacing assumptions,…

  • Classroom Assessment Techniques (CATs)

    Classroom Assessment Techniques (CATs) are quick, often anonymous, low-stakes, and non-graded activities used by instructors to gather immediate feedback on student learning during a lesson. These formative tools allow educators to adjust teaching methods in real-time to address gaps in understanding, rather than waiting for graded assignments. If you’re looking for more information on student feedback generally,…

  • Student Feedback: The 411

    authored by: makena neal, Brendan Guenther, and Dave Goodrich Description: Why, what, and how of gathering, analyzing, and responding to learner feedback. This resource was informed by teaching and learning colleagues at the following organizations and institutions: Stanford University, University of Washington, Duke University, Faculty Focus…  Why is effective feedback important? Gathering feedback from students…