Assessing Student Learning in Remote Contexts
Perspectives from across the country
UC Davis faculty, students, staff, and administrators are all learning about what it means to take instruction online in a hurry. The challenges are very real, as are the stakes. Following are perspectives from faculty and assessment practitioners that shed light on the questions we have.
You're an expert in your field.
We're experts in ours.
The UC Davis Academic Assessment team provides expert guidance and coaching for faculty-initiated, action-oriented inquiry about assessment of student learning. We foster a culture of curiosity about student learning; advocate for inclusive, equitable, and sustainable assessment practices; and embody kindness through strengths-based engagement.
Heather J. Hether, Associate Professor of Teaching Communication, explains how clarifying and communicating her goals for student learning supports students and provides her valuable and actionable information about student achievement in her courses.
Principles of Good Practice for Assessing Student Learning
More than twenty years ago, leading scholar-practitioners authored a set of Principles of Good Practice for Assessing Student Learning to provide universities and colleges a starting point for conversations about assessment as a primary tool for improving student learning. Universities and colleges across the nation and around the world continue to return to these principles as conversation-catalysts
The UC Davis General Education requirement advances the intellectual growth of undergraduates. By taking courses outside of their majors, students deepen their interdisciplinary knowledge, broaden their perspectives, and hone skills crucial for thoughtful, engaged participation in our community, nation, and world.