Learning & Assessment

Learning (not rigor) is what prepares students for life after graduation, and our teaching—and transcripts—should reflect that, Jane L. Lubischer writes.

A new book by two education professors explores why assessment became so fraught and what we can do to restore its original purpose: helping students learn.  

Some faculty members believe eliminating deadlines optimizes flexibility for students. But cognitive psychology research suggests that students fare better academically and personally under numerous short-term deadlines.

The accrediting agencies’ collective failure to hold low-performing colleges accountable against objective standards harms students and taxpayers, Jay Urwitz writes.

The pandemic laid bare course policies and practices that disadvantage some students. Now, some say that professors should cool it with awarding participation points.

The shift away from the Higher Learning Commission is possible because the WASC Senior College and University Commission has broadened its scope to include institutions wherever they reside.

The National Association of System Heads begins an initiative to bolster the public’s view of higher education by demonstrating—and where necessary improving—how the institutions drive social mobility and individual "prosperity."