Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

Since its founding in 2020, the Center for Teaching & Learning (CTL) has been a hub for fostering excellence in inclusive, evidence-based teaching and supporting educator development. For the past ...

The Center for Teaching and Learning fosters a collaborative faculty community that builds on current best pedagogical practices across all disciplines and teaching modalities at Pratt: classroom, ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Helping students progress towards their educational goals involves communicating how far they have come and how far they have yet to go. This is the role of assessment. Designing meaningful assessment ...

Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students: ...

For assessments to be used effectively in schools, it’s important for districts and schools to consider what assessments are intended for and how the data gained from the assessments will be applied ...

It is widely accepted that student learning is significantly affected by assessment methods, but a concrete relationship has not been established in the context of multidisciplinary engineering ...

In the dynamic landscape of learning in the digital age, K-12 educators are increasingly leveraging technology tools to enhance teaching and learning experiences. These tools, ranging from interactive ...

This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language ...

Scaffolding is an instructional practice where a teacher gradually removes guidance and support as students learn and become more competent. Support can be for content, processes, and learning ...