Rubrics & Resources
In order to assist the faculty in transformational education, the Office of the Core has compiled the documents below to "offer robust support for instructors at all levels to convey the specific objectives of the vision and ensure that these objectives are pursued in the classroom or laboratory" and "support and encourage excellent teaching."
"Student assessment is, arguably, the centerpiece of the teaching and learning process and therefore the subject of much discussion in the scholarship of teaching and learning. Without some method of obtaining and analyzing evidence of student learning, we can never know whether our teaching is making a difference. That is, teaching requires some process through which we can come to know whether students are developing the desired knowledge and skills, and therefore whether our instruction is effective." - Michael R. Fisher Jr. and Joe Bandy, "Assessing Student Learning", Vanderbilt University.
Progression Model of Knowledge - Revised Blooms Taxonomy
Assessing Prior Knowledge, Recall, and Understanding
Examples of Direct and Indirect Measures of Student Learning
Methods of Assessing Student Learning
"For the idealists, college is not only about learning a subject but also about articulating ideals, recognizing one’s responsibilities to those ideals, and developing a sense of wonder about future possibilities for oneself and the world. In short, it is about understanding—through deliberation on great questions and the development of new capacities as well as through other formative experiences, such as conversations with faculty members and fellow students—what kind of person one is and what kind of person one wants to become." - Mark W. Roche, "Should Faculty Members Teach Virtues and Values? That is the Wrong Question", VALUE Institute, 2009