Assessment provides ongoing information meant to gauge how well a student is learning material, and the use of that feedback to improve learning.
Assessment is meant to be a positive opportunity for feedback on learning according to some observable outcomes. Instead of happening at the end of a course or project or degree, it happens throughout the learning and is a joint effort between student and instructor.
Proper assessment requires mapping learning goals to desired learning outcomes, and then creating ways to measure evidence against these criteria. Assessment features formative, low-stakes measures that identify areas of potential improvement, as well as summative, end-goal evaluations. See the Assessment tools page for information on tools. Contact us to talk about creating an assessment plan.
- Italian Language courses: use of NYU Classes for quick assessments and shared question pools [NYU CAS – Italian Studies]
- Organic Chemistry: use of NYU Classes for low stakes testing, [NYU CAS – Chemistry]
- Mapping Archives: use of pre-course and post course surveys, NYU GSAS – English]
- Assessment and ePortfolios: [Boston University]
Templates & Guides
- Assessment for collaborative projects and group work, from FAS Office of Ed Tech
- Assessing prior knowledge (guides from CMU)
- Authentic Assessment Toolkit materials from North Central College
- Course-level rubrics, by type from Carnegie Mellon University
- Exam creation templates, from Carleton College
- Lab report and oral report rubrics, from MIT
- Planning and Assessing Assignments in Large Classes from the University of Washington
- Angelo, T.A., and K.P. Cross. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, San Francisco.
- Breslow, L. (2007). Methods of Measuring Learning Outcomes and the Value Added. MIT Teaching and Learning Center.
- Desautel, L. (2014). Self-Assessment Inspires Learning. Edutopia.
- Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Journal of Educational Research, 83(1): 70-120.
- Herndon, C. (2006). Peer Review and Organizational Learning: Improving the Assessment of Student Learning. Research & Practice in Assessment, 1.
- Lepi, K. (2013). The 6 Types of Assessment and How They Are Changing. Edudemic.
- Linn, M.C. and Chiu, J. (2011). Combining Learning and Assessment to Improve Science Education. Research & Practice in Assessment, 6.
- Moskal, P., Dziuban, C.D., Upchurch, R., Hartman, J., Truman, B. Assessing Online Learning: What One University Learned about Student Success, Persistence, and Satisfaction. (2006) Peer Review: Emerging trends and key debates in undergraduate education: Learning & Technology, 8(4).