Rowanna L. Carpenter, Seanna M. Kerrigan, Vicki L. Reitenauer
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引用次数: 0
Abstract
abstract:In this article, the authors share the “pandemic” assessment method advanced after the start of the COVID-19 pandemic, a method based in longstanding assessment processes in their institution’s General Education program and reimagined through collegial interactions among faculty. After identifying what changed in their program-level assessment processes, and how, they identify key findings from two aspects of the assessment: student comments on end-of-term course evaluations and faculty comments from a portfolio review process. Finally, they offer their program’s takeaways from this revised assessment approach, including the elements from the pandemic year that they will continue to draw on into the future. Keywords: assessment, general education, faculty development, COVID-19 pandemic, relationality
期刊介绍：
The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.
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