Assessment Principles
The University of Calgary is developing a set of principles to guide practices for the assessment of student learning.
Background
Increased attention has been focused on the assessment of student learning, especially as it relates to what we have learned through our experiences of teaching and learning during the global pandemic. In March 2023, a group of leaders from academic units, the student experience portfolio, Registrar’s office, Taylor Institute, Secretariat’s office and Legal/Student Appeals met to identify pressing issues related to assessment of student learning, and potential actions to be taken.
One of the key recommendations from the group was to develop a set of principles to guide practices for the assessment of student learning at the University of Calgary.
Previous resources
Historical documents
Why Principles for Assessment?
Principles for the assessment of student learning provide a framework and foundation to help guide assessment practices, policies, guidelines, procedures, discussions, and decision-making across multiple organization levels. Assessment practices are influenced by individual educators, and a myriad of policies, procedures, networks, and supports across the academic community.
Assessment Principles Group (APG)
The intent of the Assessment Principles Group (APG) is to bring together individuals with interest, expertise and experience in the assessment of student learning to begin to frame the discussion around the development of assessment principles for student learning at the University of Calgary.
UCalgary strives to achieve membership that is reflective of our commitment to diversity and inclusion, and this should be considered in the appointment of Assessment Principles Group members. All members should bring together interest, expertise and experience in the assessment of student learning.
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Natasha Kenny (Administrative co-chair)
Senior Director, Taylor Institute for Teaching and Learning
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Barbara Brown (Academic co-chair)
Associate Dean (Teaching and Learning), Werklund School of Education
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Adil Arshad
Educational Development Consultant, Taylor Institute for Teaching and Learning
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Amy Dambrowitz
Representative named by the Office of the Registrar
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Fabiola Aparicio-Ting
Associate Dean (Undergraduate Health & Science Education), Cumming School of Medicine
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Kim Grant
Academic staff representative named by the Taylor Institute for Teaching and Learning
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Alexandria Poppendorf
Graduate Students' Association, Vice-President Academic
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Mark Bauer
Interim Associate Dean (Teaching, Learning and Student Engagement), Faculty of Science
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Christine Martineau
Academic staff representative named by the Office of Indigenous Engagement
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Roxanne Ross
Director, Student Success Centre
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Jessie Dinh
Students' Union, VP Academic
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Shannon Parker
Academic staff representative
Environmental Scan
To learn more about the development and implementation of assessment principles for student learning at the institutional level, the APG conducted an environmental scan of Canadian U15 universities. The objective was to develop a high-level understanding of what assessment principles for student learning are in place at leading research-intensive universities in Canada, and to learn how and where these principles were identified or discussed on their respective websites.
Literature Review
The Student Learning Assessment in Higher Education Institutions: A Literature Review is a comprehensive report of the literature that identifies the current and dominant trends, discourses, and directions related to student assessment practices. This literature review, along with the environmental scan, will offer valuable insights and guidelines for developing principles for the assessment of student learning at UCalgary.