Presenter(s): Kirsten Grant (Chemistry), Manashi Chatterjee (Chemistry), Scott Gentile (Mathematics & Statistics)
Join us on Wednesday, May 1st, for a special presentation from Hunter College's Assessment Fellows. They will present their research projects and lead us in a discussion about assessment practices at Hunter and beyond. [Details...]
Presenter(s): Jeff Allred (English); Allen Strouse (English); Austin Bailey (English, WAC Fellow)
A number of prominent voices in the academy have questioned not just how we grade, but why we grade altogether, arguing that our usual modes of grading send the wrong message to students and discourage deep learning. In this panel, we will hear from two English professors who have explored alternatives to traditional grading in their courses, with an overview of the topic from a third. [Details...]
Presenter(s): Joel Bloom (Assessment), Brian Buckwald (Student Affairs)
Units outside of academic programs are increasingly called upon to assess their practices, with added specific emphasis on those units who support and further student learning and development outcomes. In this workshop the presenters will help attendees recognize what and where student learning occurs in such units and recommended resources to help support an evidence-based approach and reaccreditation efforts. The workshop is open to all interested but particularly directed at staff in administrative and educational support units. Please bring your unit mission statements, goals, and – if you have them already – your learning outcomes. [Details...]
Presenter(s): Joel Bloom (Provost Office), Rob Cowan (Arts & Sciences)
While academic departments and programs at Hunter College have been conducting assessment of student learning outcomes (SLOs) in their undergraduate programs for some time, assessment of learning outcomes within our graduate programs is far less widespread as well as less developed. The co-presenters will begin with some background on assessment of student learning, and will discuss similarities and differences between SLOs – and SLO assessment – between graduate and undergraduate programs. The workshop will include an interactive activity in which participants work together to review their current graduate outcomes and assessment plans or activities, and help identify ways in which they can be enhanced or improved. The workshop is open to all interested but particularly directed at assessment coordinators, chairs, and faculty in departments with graduate programs. [Details...]
There are two types of assessment – the kind you do for others, and the kind you do for yourself. This workshop will help you measure the impact of your courses on students. We will explore some common methods of assessment and give you hands-on time to develop your own strategy. [Details...]
At the May 3, 2017 Assessment Breakfast, Hunter’s 2016-17 Quantitative Reasoning Fellows (QRFs), Ernesto Garcia, Richard Gustavson, and Rachel Perlin presented “Using Diagnostic Exams to Run Semester-Long Assessment.”
Presenter(s): Ernesto Garcia, Richard Gustavson, and Rachel Perlin (Quantitative Reasoning Fellows)
Assessment done at the end of each semester makes it difficult to make instructional adjustments or identify students lacking certain prerequisite knowledge. This Assessment Breakfast will show how the use of diagnostic exams given at the beginning of the semester can improve the way instructors run semester-long assessment projects. [Details...]
Presenter(s): Nancy Guerrero (TTLG), Shiao-Chuan Kung (ICIT)
Nancy and Shiao-Chuan will talk about tools to assess students and tools to give and get feedback from students, such Blackboard quizzes, surveys, in-line grading and rubrics. They will also discuss best practices in using online tools for assessing students and suggest some ideas to address academic integrity online. [Details...]
Library instruction can be different from other college teaching. At the same time, librarians are urged to prove our impact. But how, in this model, do we measure our impact? What does successful library instruction look like?
Creating a well thought-out, comprehensive rubric takes work; but the effort is worth it. Rubrics, when used correctly, have a number of benefits. They have been shown to help students become more aware of their learning process and progress, improve student performance, and help instructors quickly and consistently assess assignments from student to student.