In higher education, we often talk about assessment, but what is usually meant is grading. The two have become so closely linked that we forget they serve very different purposes. When they blend together, it is learning that suffers. If we see assessment as the process of understanding where a student is in their learning:…
Recently, I had the opportunity to co-convene the Higher Education Practice & Learning Symposium. Our keynote speaker, Bruce Mackh, shared a deceptively simple reminder that resonated throughout the day: “we are all leaders.” That statement has stuck with me not because it was provocative, but because it expressed something many of us feel but seldom…
Assessment in higher education is often treated as a technical skill. Something we learn by following templates, applying rubrics, and adhering to policies. However, beneath these processes lies something far more influential: our Teacher Assessment Identity, or TAI. This identity shapes how we interpret student work, design assessments, give feedback, and position ourselves in relation…