A collaboration between programs at Carnegie Mellon and James Madison led us to identify commonalities that underlie our two contexts. Although quite different on the surface, the two programs share the common goal of assessment for learning improvement. Both employ a backwards design process, in which all phases are tightly aligned to desired student learning outcomes. Following a brief description of each program, we will explain the core principles of assessment that are common to our work. Case studies will be used to illustrate how we apply each principle in practice. Participants across a wide range of backgrounds and contexts should gain a basic understanding of the student learning assessment cycle and the importance of alignment across each stage. These principles and approaches are transferable to numerous contexts, regardless of whether courses, programs, or instructional technologies are the objects of evidence-based learning improvement.
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This event is provided by the EDUCAUSE Learning Initiative (ELI) community—advancing learning in higher education through the innovative application of technology.
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