Use Assessment for Rapid Pedagogical Improvements
Leadership
Leadership
2021-2022 Implementation Co-Chairs
Improve measurement of student learning over time
Justin Hoshaw, Waubonsee Community College
Jessica Taylor, University of Tennessee at Chattanooga
Increase the use of assessment to guide rapid and equitable improvements in learning
Merideth Garcia, University of Wisconsin, La Crosse
Yao Hill, University of Hawaii at Manoa
2020-2021 Writing Co-Chairs
Merideth Garcia, University of Wisconsin, La Crosse
Justin Hoshaw, Waubonsee Community College
Diane Kelly-Riley, University of Idaho
Ruth Slotnick, Bridgewater State University
Jessica Taylor, University of Tennessee at Chattanooga
Goal 1: Improve measurement of student learning over time
Goal 1: Improve measurement of student learning over time
1.1: Identify measurement strategies to evaluate the impact of using assessment to effect pedagogical changes
1.1: Identify measurement strategies to evaluate the impact of using assessment to effect pedagogical changes
1.2: Promote strategies that effectively measure student learning over time
1.2: Promote strategies that effectively measure student learning over time
Goal 2: Increase the use of assessment to guide rapid and equitable improvements in pedagogy
Goal 2: Increase the use of assessment to guide rapid and equitable improvements in pedagogy
2.1: Identify equitable assessment practices that guide rapid improvements in pedagogy
2.1: Identify equitable assessment practices that guide rapid improvements in pedagogy
2.2: Translate research to teaching practices that guide rapid pedagogical improvements
2.2: Translate research to teaching practices that guide rapid pedagogical improvements
2.3 Broaden the use of data-driven rapid improvements to pedagogy
2.3 Broaden the use of data-driven rapid improvements to pedagogy
Read More
Read More
Abras, C., Nailos, J., Lauka, B., Hoshaw, J., and Taylor, J. (2022). Defining co-curricular assessment and charting a path forward. Intersection: A Journal at the Intersection of Assessment and Learning, October.
Abras, C., Nailos, J., Lauka, B., Hoshaw, J., and Taylor, J. (2022). Defining co-curricular assessment and charting a path forward. Intersection: A Journal at the Intersection of Assessment and Learning, October.
Carbonaro, S., Wolf, A., & Wolf, R. (2022). Empowering Metacognitive Learning in a Competency-Based Curriculum Through Comprehensive Learner Record. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Carbonaro, S., Wolf, A., & Wolf, R. (2022). Empowering Metacognitive Learning in a Competency-Based Curriculum Through Comprehensive Learner Record. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren’t we paying more attention to it? Intersection; A Journal at the Intersection of Assessment and Learning.
Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren’t we paying more attention to it? Intersection; A Journal at the Intersection of Assessment and Learning.
Daugherty, K., Morse, R., Schmauder, R., Hoshaw, J., & Taylor, J., (2022). Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Daugherty, K., Morse, R., Schmauder, R., Hoshaw, J., & Taylor, J., (2022). Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Garcia, M., Hoshaw, J., & Taylor, J. (2021). A roadmap for using assessment findings to direct pedagogical improvements. Assessment Update, 33(6) https://doi.org/10.1002/au.30277
Garcia, M., Hoshaw, J., & Taylor, J. (2021). A roadmap for using assessment findings to direct pedagogical improvements. Assessment Update, 33(6) https://doi.org/10.1002/au.30277
Gibbons, R. E., Hokien, D., Hutson, B. L., Janio, J., & Maness, H. T. D. (2023). Making a Grand Contribution: Fostering Learner Self‐Efficacy is the Key to Rapid Learning Performance Gains. Assessment Update, 35(4), 12–13. https://doi.org/10.1002/au.30357
Gibbons, R. E., Hokien, D., Hutson, B. L., Janio, J., & Maness, H. T. D. (2023). Making a Grand Contribution: Fostering Learner Self‐Efficacy is the Key to Rapid Learning Performance Gains. Assessment Update, 35(4), 12–13. https://doi.org/10.1002/au.30357
Hardesty, K., Crew, A.R., & Schell, B.L. (2022). A Case Study in Meaningful Assessment of an Interdisciplinary Cultural Competency Graduation Requirement. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Hardesty, K., Crew, A.R., & Schell, B.L. (2022). A Case Study in Meaningful Assessment of an Interdisciplinary Cultural Competency Graduation Requirement. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Hodgson, S., Buchanan, L., Hogan, K., Sathy, V., & Hutson B. (2022). Understanding the Experiences of First-Generation College Students in CUREs through Written Reflections. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Hodgson, S., Buchanan, L., Hogan, K., Sathy, V., & Hutson B. (2022). Understanding the Experiences of First-Generation College Students in CUREs through Written Reflections. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Kelling, N., & Kelling, A., (2022). A Case Study Integrating Edutainment to Enhance Student Engagement and Satisfaction in an Online Graduate Psychology Course. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Kelling, N., & Kelling, A., (2022). A Case Study Integrating Edutainment to Enhance Student Engagement and Satisfaction in an Online Graduate Psychology Course. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Nix, J.V., Song, L.M., & Zhang, M. (2022). Co-Regulated Online Learning: Formative Assessment-as-Learning. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Nix, J.V., Song, L.M., & Zhang, M. (2022). Co-Regulated Online Learning: Formative Assessment-as-Learning. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).
Singer-Freeman, K. E., Janio, J., & Taylor, J., (2023). Making a grand contribution: Using ChatGPT to improve assessment in higher education. Assessment Update, 35(5). https://doi.org/10.1002/au.30365
Singer-Freeman, K. E., Janio, J., & Taylor, J., (2023). Making a grand contribution: Using ChatGPT to improve assessment in higher education. Assessment Update, 35(5). https://doi.org/10.1002/au.30365
Singer-Freeman, K. E., Taylor, J., Hoshaw, J., & Robinson, C. (2022). Making a grand contribution – Simple ways to improve assessment of learning over time. Assessment Update. 34(5) https://onlinelibrary.wiley.com/doi/epdf/10.1002/au.30318
Singer-Freeman, K. E., Taylor, J., Hoshaw, J., & Robinson, C. (2022). Making a grand contribution – Simple ways to improve assessment of learning over time. Assessment Update. 34(5) https://onlinelibrary.wiley.com/doi/epdf/10.1002/au.30318