Assessment

Assessment, as defined here, is a major part of pedagogy and used to answer questions such as these:

  • How well do the students understand the concept?
  • Are the students improving in their understanding?
  • How well are the students able to perform the skill?
  • Why are the students unsuccessful?
  • Is the faculty member an effective teacher?
  • How is the mentoring process contributing to the growth of the individual?
  • What is the difference in learning when a new teaching strategy is used versus the former strategy?

Select the topic from the side bar at the left and either explore the content or use it as a guidebook to successful assessment practices.

In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.

 

Faculty Spotlight View Other Award Winners

Susan D. Gosnell
College of Health and Public Affairs Susan D. Gosnell Teaching isn’t teaching unless learners are learning!In order for students to learn how to learn and to think deeply and critically, the traditional model of teaching must be readdressed. Students cannot learn these skills by sitting passively, listening to a lecture and then attempting to regurgitate the ...

Kristina Tollefson
College of Arts and Sciences Kristina   Tollefson I demonstrate a humanistic approach to teaching by modeling how to be a productive member of a learning community as I teach content, a lifelong aesthetic appreciation of art and theatre, and communication skills. My goal in exhibiting the behavior I ask my students to practice, including enthusiasm for th...

Drew Noble Lanier
College of Sciences Drew Noble Lanier Students retain more course material when they are active learners. Employing a mixture of lecture and the Socratic Method communicates the course’s basic concepts and ideas, while assessing student comprehension.Students will retain more of the course material if it is relevant to them. I frequently offe...