Anonymous Answer

I assess students' performance through demonstrated classroom assessment techniques. Of which I create assignments from active learning exercises in class, lectures, and exams. I also use a technique called metacognition that helps students think critically about their learning. From each metacognition assessment, students get the opportunity to assess their own learning.

Anonymous Answer

I assess academic performance in my own classes throughout the semester with a graded opportunity within the first two weeks of classes. My courses emphasize artistic production. Assessments can take place as in-progress or final critiques. Globally, I've worked on program and student learning outcomes through our Student Progress Assessment held each spring. We review every sophomore to see if they are meeting both institutional and program standards.

Anonymous Answer

First and foremost I feel that academic performance should be an ongoing assessment, not just when you feel a student is in trouble, and should be for all students. I assess academic performance first with the student. You don't know what may be going on with the student at the time so find out if there is something that may be hindering their performance, and go from there. I find that if you actively engage the student to understand what their issues are a better the success you'll have for turning the situation around.

Anonymous Answer

The first thing I would do is to set the goals or standards. Then, we will follow the goals and standards for assessment or evaluation. For example, Ph. D. students in my team must have one publication for comprehensive exam and three publications for graduation defense. I check and assess my students at each stage to make sure they are on the agenda and will meet the goals. For faculty members, we should have similar standards and evaluations.