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Evidence‐Based Discussions of Learning Facilitated through a Peer Review of Assessment
Author(s) -
Stanny Claudia J.,
Stone Erin W.,
MitchellCook Amy
Publication year - 2018
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20300
Subject(s) - peer assessment , nature versus nurture , peer evaluation , psychology , assessment for learning , assessment center , medical education , faculty development , standards based assessment , summative assessment , higher education , pedagogy , mathematics education , educational assessment , formative assessment , professional development , medicine , applied psychology , sociology , political science , law , anthropology
The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus‐wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment practices and reflect on strategies that might help students overcome challenges with specific learning outcomes.