Academic Assessment

Knowledge Delivery and Assessment in the Age of Knowledge Economy

Knowledge is not a static artifact to be merely viewed and reflected upon. Knowledge is a dynamic complex system of information that changes in response to multiple variables, such as technology, economy, natural environment, cultural values, etc. To deliver and assess knowledge that is exponentially growing and changing, academic practices should exercise agility in maneuvering new territories of knowledge and practice.

At GCNYC, we practice agility by aligning innovative private sector practices with our degree program offerings. To maintain agility, we assess the integrative value of courses within each program (see Cross-Curricular Assessment below). To ensure continuous alignment between course materials, pedagogical methodologies, assessment methodologies, and learning styles, we develop Course Maps (see more below). If you would like to learn more about GCNYC assessment practices, please see our Outcomes Assessment Plan (available for download below).

Have a question about GCNYC assessment practices? Feel free to email our Director of Assessment (Viktoria.Popova@gcu.ac.uk).

Cross-Curricular Assessment

As a part of Institutional Effectiveness Assessment initiatives, GCNYC has launched an innovative project on Cross-Curricular Assessment (CCA).

The goal of Cross-Curricular Assessment research is to examine curricula for three academic programs at Glasgow Caledonian New York College: “International Fashion Marketing,” “Risk, Resilience and Integrity Management,” and “Impact-Focused Business and Investing.”  Cross-Curricular Assessment examines the relational connections between courses within each program: both horizontal (within a term) and vertical (across terms). The overarching question of research is “How does the knowledge (content, methodologies, cognitive skills) of each course support knowledge development in other courses of each program.”

The ultimate goal of Cross-Curricular Assessment is to drive curriculum improvements. CCA will highlight strengths and weaknesses of curriculum as a holistic academic framework. The CCA will support us in alignment of teaching and learning experiences, so that faculty and students have a shared view of knowledge values and applications across all Curricular activities.

Course Mapping

GCNYC has developed a Course Mapping approach to all phases of course design, delivery, assessment, and revisions.

Course materials are generally delineated in a linear format of delivery (syllabus); however, knowledge is not a linear construct. The Course Mapping Process allows us to design, deliver, and assess complex practical and theoretical constructs via a Systems Thinking approach. 

Moreover, course materials are designed and assessed in the context of pedagogical and assessment methodologies chosen by individual faculty, in consideration of student learning styles exhibited by individual student cohorts.‌

Download a sample Course Map‌.

Outcomes Assessment Plan (OAP)

At GCNYC, our overarching outcomes assessment goal is to ensure that all aspects of assessment operations are Explicit, Measurable, and Amendable (EMA) to improvements. To ensure that the process of implementing the foundational EMA goal is seamless, our strategy is to assess the effectiveness of each sub-goal not as a siloed operation but in the context of the EMA triangle. To learn more about our assessment practices and initiatives, please see GCNYC Outcomes Assessment Plan (OAP). 

Outcomes Assessment Plan.