Assessment, in general, can make a great musical… Come for some comic relief, share your assessment of drama, comedy, and heroic efforts. Let’s discuss how to turn all the drama into a success story!

This particular event will focus on the undergraduate curricular review at Johns Hopkins University, the first of its kind, and the takeaways of embarking on this initiative, the stakeholders involved, and the process for this undertaking. This session will focus on the challenges, best practices, and lessons learned in authentic self-assessment of undergraduate education at an institution and the commitment to using assessment of student learning to pivot, revise and make meaning to impact change.

Providing clear feedback is a known contributor to positively impacting student achievement. Yet, finding the right instruments and processes to give quality feedback in real-time can be daunting. Learn from assessment professionals from Thomas Jefferson University and Lincoln Land Community College (LLCC) who have designed and digitized processes at their institutions, to quantify qualitative assessment across disciplines. A common component of these assessment practices is the use of AAC&U VALUE Rubrics. The VALUE Rubrics served as a launching point to delineate relevant criteria for use in multiple disciplines. LLCC has created a high impact practices (HIPs) curriculum that centers on a VALUE-rubric inspired HIPs instrument, while Jefferson has used VALUE rubrics to develop evaluation tools for effective feedback in Design and Design Thinking courses. Both institutions have moved their assessment processes to their online assessment management platform to enable learners to see and respond to feedback in real-time.

This presentation focuses on the process and transparency for strategic planning at the State University of New York Oswego and how AEFIS Strategic Planning Solution provides a collaborative workspace for empowering faculty and staff to contribute to continuous improvement initiatives.

Comprehensive Learner Record (CLR) provides a holistic approach to assessment that tracks the achievement of competencies as students progress through a curriculum, identifying areas of strength and gaps in knowledge. In this session, we describe how University of Rochester’s School of Nursing developed CLR while shifting to a competency-based curriculum. We share our first findings through data collected on course learning outcomes in capstone courses within UofR nursing programs.

Higher education is seeing a major shift in program and knowledge delivery. Learning is no longer confined to seat time or number of credit hours. Instead, evidence of knowledge, skills and abilities derive from many sources, including life experiences, non-credit offerings, and informal interactions. New technologies are making it possible to track evidence of KSAs throughout the learner’s life learning journey. In this session, we will present how Johns Hopkins University is using AEFIS end-to-end CLR platform, to expand learners’ skills recognition, and employability through a lifelong learning multi-disciplinary pilot project. This highlights how programs, activities and experiences are linked to competencies and authentic assessments making learners’ skills explicit and shareable with employers. Participants will see JHU / CLR Learner Dashboard and its resources for lifelong learning. Additionally, participants will experience how learners are able to share their assertions, credentials and badges on social media, with employers and other stakeholders.