<\/a>in the transition to online education many educators have been concerned about how to assess student learning in ways that are engaging, creative, fair, and equitable.\u00a0 not only do students demonstrate widely differing resources and aptitudes for online learning that raise concerns about equity, but online technologies present instructors with many challenges in assessing students accurately and effectively, with many questions raised about how to preserve academic integrity and adapt older assessment strategies in a time of disruption.<\/span><\/p>\n

to address many of these concerns, in late august, the chronicle of higher education<\/i> hosted a webinar entitled, \u201ccreating effective, equitable assessments for online courses.\u201d the cft\u2019s joe bandy <\/strong>participated as a guest panelist along with beckie supiano<\/strong>, senior writer at the chronicle<\/i>; christina paguyo<\/strong>, director of academic assessment with the office of teaching and learning at the university of denver; and natasha jankowski<\/strong>, associate professor at the university of illinois at urbana-champaign and executive director of the national institute for learning outcomes assessment.<\/span><\/p>\n

a recording of the webinar is available on demand at the chronicle<\/i> website <\/span>here<\/a>. if you have questions about the issues raised in the webinar or your own assessment practice, please feel free to reach out to joe or any of the cft senior staff.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

in the transition to online education many educators have been concerned about how to assess student learning in ways that are engaging, creative, fair, and equitable.\u00a0 not only do students demonstrate widely differing resources and aptitudes for online learning that raise concerns about equity, but online technologies present instructors with many challenges in assessing students…<\/p>\n","protected":false},"author":2169,"featured_media":36393,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[207],"tags":[61,409],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-sub\/wp-content\/uploads\/sites\/59\/2020\/10\/19134058\/assesments.jpg","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/36392"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/2169"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=36392"}],"version-history":[{"count":1,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/36392\/revisions"}],"predecessor-version":[{"id":36394,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/36392\/revisions\/36394"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/36393"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=36392"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=36392"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=36392"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}