ISSN 2688-7207
Vol. 2, Issue 3, 2021June 05, 2021 CDT
Making Assessment Actionable through Assessor Training: A tool for building trust through moderation and calibration
Making Assessment Actionable through Assessor Training: A tool for building trust through moderation and calibration
Articles in Vol. 2, Issue 3, 2021
Vol. 2, Issue 3, 2021
- Welcome to the Grand Challenges in Assessment Special Issue (Summer 2021) of Intersection: A Journal at the Intersection of Assessment and LearningKaren E. Singer-Freeman
- Grand Challenges Initiative: Producing Actionable and Visible Results that Drive Innovation and ImprovementCarley DearMelissa WilliamsAngela M. BowlusAngela A. BryanEdward L. CollilnsGregory LinKristin MorenoTeri SchnelleXiaomei SongClaudia J. StannyConstance R. Tucker
- Making Assessment Actionable through Assessor Training: A tool for building trust through moderation and calibrationColleen Karnas-Haines
- Connecting Assessment with Teaching through Faculty Capacity Building: An Example of an Oral Communication Assessment ProjectYao HillMonica Stitt-Bergh
- Promising Failure: Driving Innovation by Exposing ImperfectionConstance TuckerClaudia J. Stanny
- Integrated Planning: The “Difference that Makes a Difference” in Institutional Effectiveness Over TimeJustin HoshawErin M. IsaacsonAshli GrabauRobert WilkinsonLina Di GenovaMegan Schramm-PossingerNicholas R. SantilliKimberly K. DaughertyMichael Ben-Avie
- Equity in Assessment: The Grand Challenge and Exploration of the Current LandscapeShannon MilliganTerrel RhodesRenata OpoczynskiJessica NastalCiji HeiserMoreen Carvan
- Intentional Stakeholder Engagement that Fosters Innovation and EquityKirstin MorenoXiaomei Song
- Ethical Reasoning and the Five Roles of the Assessment PractitionerChristine RobinsonWilliam J. HawkS. Jeanne HorstCaroline O. Prendergast
Karnas-Haines, Colleen. 2021. “Making Assessment Actionable through Assessor Training: A Tool for Building Trust through Moderation and Calibration.” Intersection: A Journal at the Intersection of Assessment and Learning 2 (3). https://doi.org/10.61669/001c.24570.