Colleges and universities must provide evidence of student learning to satisfy many compelling demands. Such demands can lead to an assessment process that involves gathering evidence through disconnected educational processes. When processes are disconnected, compiling and collating evidence becomes complex and time-consuming for faculty and assessment professionals alike. The process can also lead to disorientation on the part of students who may struggle to make sense of the connections between learning goals, learning activities, and assessment of learning. In this webinar, Claire Major argues that learning assessment can and should be an organic part of classroom activity which can, at the same time, also result in meaningful data for improvement and accreditation.

This webinar explores Learning Assessment Techniques as a way of providing faculty agency in the assessment process. These techniques are a way for faculty to collect evidence of student learning through a natural process in such a way that students cannot tell the difference between being taught and assessed. As a result, Learning Assessment Techniques promote learning while providing evidence of learning for assessment purposes.

This webinar will help faculty, institutional leaders, and assessment professionals:

  • Construe developing teaching goals, selecting learning activities, and collecting data from students as interrelated activities.
  • Identify instructional activities that result in learning artifacts that may be analyzed.
  • Select different ways of analyzing existing data produced as a direct result of teaching.


Resources from webinar:

Survey: Learning Goals Inventory
Student example: “curiouser and curiouser”

Headshot of Claire Major
Claire Major
University of Alabama