Month: September 2015

I was recently in Chicago for a conference and made my regular pilgrimage to obtain the ultimate of all hot dogs, a true Chicago dog.  Now, please understand that in my family we considers ourselves connoisseurs of hot dogs:  my dad loved them, my brothers still find them tasty, and I’ve certainly consumed my fair share of them. But let’s be honest, there is just something special about a Chicago dog. First of all, the Chicago hot dog has LOTS of ingredients.  The hot dog has to be served in a poppy-seed bun with yellow mustard and white onions, and should be smothered in sweet pickle relish with a touch of mint.  Next added are a couple of peppers, some tomatoes, a kosher dill pickle spear, and just a pinch of celery salt.  My very favorite version includes an all-beef “char-dog” where the hot dog is grilled over charcoal.  Now that is the penultimate hot dog treat! You would think Continue reading Assessment is Like a Chicago Hot Dog→

I have read with interest an ongoing debate taking place in the Chronicle of Higher Education and on some assessment listservs to which I subscribe. The basic question is this: after two decades of colleges doing assessment work, is there evidence that such work is efficacious?  I really don’t mind the question; it is a wholly appropriate question to ask ourselves. Unfortunately, the writer of the Chronicle article that generated all the chatter tied assessment activities specifically to accreditation requirements.  He questions whether accrediting bodies should still stress assessment as one of the criterion for accreditation.  Honestly, I prefer we go back to the original and most fundamental question upon which good assessment is based: “How do we know our students are learning?” The posts and opinions I have read in response to the article suggest to me that the problems we face regarding assessment exist on several levels. While I haven’t posted my two-cents’ worth online, I will share my Continue reading Joining the Debate: Does Assessment Matter?→