We usually view assessment as something that occurs after learning, serving as the final step where students show what they’ve understood. However, the most impactful assessments do not only happen at the end. Instead, they occur subtly, during a conversation or at the end of a class. These provide brief […]
Academic Identity & Professional Learning - Assessment & Feedback - Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
Why Are We Locking Students Into Early Judgments? Rethinking Point-in-Time Assessment
In my previous post, I explored the distinction between assessment and assessing. Assessment is usually the fixed product, a grade, a test, an assignment. While assessing is the ongoing process of feedback, dialogue, and growth. I also raised the possibility that we might need different language altogether, such as narrative evaluation, to better describe this developmental process. But […]
Assessment & Feedback - Reflections & Provocations - Student Learning & Engagement
Assessing vs Assessment – Are They Really the Same?
In higher education, the terms assessing and assessment are often used as if they mean the same thing. At first glance, both relate to the act of “judging” student learning. However, a closer look reveals an important difference, one that influences how students experience learning and how educators design their […]