Blog posts are my commentaries about a topic in higher education. Subscribe to the blog to have new posts delivered directly to your email.
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Classroom Assessment Techniques (CATs) are quick, short, often ungraded and anonymous questionnaires or activities instructors use to understand student learning. CATs are “formative assessments,” which means they provide data about student learning during the teaching and learning process. The information can help instructors adjust teaching strategies and content, and it can help students focus on
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Assessment, and all teaching in my opinion, should begin with student learning goals (which are also called “student learning outcomes,” “student learning objectives,” or “course objectives”). Unfortunately, not all instructors begin with student learning outcomes. Instead, some instructors develop the content of the course first and then write the student learning outcomes. When this happens,
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Assessment is a systematic process of collecting and analyzing data about teaching and learning. Assessment data can be collected about students, instructors, graduates, assignments and exams, course content, single or multiple courses, academic programs (majors, minors, certificates), non-academic programs (such as advising or tutoring), and whole colleges. The goal of assessment is to identify strengths
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Hello. Welcome to the “Reflections on Higher Education” blog – a site that provides information about assessment, academic technology, faculty development, academic scholarship, student success, and other topics in higher education. My name is Lirim Neziroski. I am an academic administrator at a liberal arts university outside of Chicago, and I spend my days working
Lirim Neziroski 