{"title":"Making Equity Count: An Initiative for Equitable General Education Assessment","authors":"Reem Jaafar, Milena Cuellar, Justin Rogers-Cooper","doi":"10.61669/001c.94980","DOIUrl":"https://doi.org/10.61669/001c.94980","url":null,"abstract":"LaGuardia Community College in Queens, New York is known for its leadership in assessment practices aimed at improving teaching and learning. Its practices to improve student outcomes include remedial math and composition pathways reforms and establishing signature general education core competencies and communication abilities. Combined together, such practices have helped double the graduation rate over a decade. Until recently, however, assessment data had not been disaggregated for different student demographics. In this article, we describe how we transformed our traditional means of analyzing outcomes data toward one that utilized an equity-driven index for two cohorts of students across major racial and ethnic populations. We examined the data for representational equity and equitable performance. In a key finding, we discovered our ongoing assessment practices do not reflect our student population on both counts, especially as a designated Hispanic Serving Institution. Further, we found other under- and over-representation of racial populations in our general education assessment samples. We conclude by suggesting further areas of inquiry with equity-based assessment and note ongoing challenges to systematizing this approach.","PeriodicalId":512716,"journal":{"name":"Intersection: A Journal at the Intersection of Assessment and Learning","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Meaningful Assessment Approach and Reporting","authors":"Sarah Wu","doi":"10.61669/001c.92789","DOIUrl":"https://doi.org/10.61669/001c.92789","url":null,"abstract":"In the context of learning assessment, wherein the central focus is on improvement, the profound utility of reflection emerges as a potent tool to encourage learners to reflect on the content, process, and their own values. The authors in this issue elucidated some effective ways for acquiring insights into learners’ experiences. Leveraging their extensive experience in non-credit education, Stitt-Bergh et al. (2024) contribute significantly to the assessment community by presenting an effective assessment approach (well-crafted learning outcomes, learning outcome-focused survey questions, and appropriate direct assessment of learning) for noncredit continuing education courses. Smith et al. (2024) used word clouds on students’ reflections to provide formative assessment feedback to students. The integration of structured prompts not only offers undergraduate students a framework for thoughtful reflection but also serves as an effective approach to understanding the nuances of student learning. Applying reflection to a faculty’s professional development workshop, Singer-Freeman & Verbeke (2024) shared how they effectively measure the impact and identify change needs through a three-question survey.","PeriodicalId":512716,"journal":{"name":"Intersection: A Journal at the Intersection of Assessment and Learning","volume":"280 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflective Questions Effectively Measure Impact, Stimulate Content Integration, and Support Future Planning","authors":"Karen E. Singer-Freeman, Kristi Verbeke","doi":"10.61669/001c.92537","DOIUrl":"https://doi.org/10.61669/001c.92537","url":null,"abstract":"We share a case study on our use of three reflective questions to demonstrate ways in which simple questions can be coded to reveal rich evidence of impact and engagement. At the end of a three-hour inclusive teaching practices workshop for 23 faculty and administrators from a single science department, 22 participants completed an anonymous three-question survey. Simple coding techniques facilitated a thorough evaluation of knowledge acquisition, the integration of new content with current knowledge, the robustness of individual plans for implementing changes, and the identification of potential departmental future actions.","PeriodicalId":512716,"journal":{"name":"Intersection: A Journal at the Intersection of Assessment and Learning","volume":"66 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monica Stitt-Bergh, Dorothy Hirata, Sandra von Doetinchem
{"title":"Learning Assessment in Noncredit Continuing Education","authors":"Monica Stitt-Bergh, Dorothy Hirata, Sandra von Doetinchem","doi":"10.61669/001c.92116","DOIUrl":"https://doi.org/10.61669/001c.92116","url":null,"abstract":"While program- and institution-level learning assessment in higher education has received substantial attention, much less emphasis has been placed on the assessment of learning in noncredit continuing education in higher education institutions. Learning assessment is sparse in this area because these learning experiences may be shorter in duration than credit courses, are commonly taught by field experts, and there are limits to the time and resources the higher education institution or other provider invests in conducting learning outcome assessment. This paper describes assessment recommendations in the noncredit continuing education space, with concrete examples in three areas: learning outcome statements, surveys with learning outcome-focused questions, and direct assessment of learning.","PeriodicalId":512716,"journal":{"name":"Intersection: A Journal at the Intersection of Assessment and Learning","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}