HomeProgramsCEL Scholars Aaron Trocki Share: Section NavigationSkip section navigationIn this sectionPrograms Home CEL Scholars CEL Senior Scholars CEL Student Scholars Publishing Intern Student Seminars Aaron Trocki, Associate Professor of Mathematics, is the 2023-2025 CEL Scholar. His CEL Scholar work focuses on models of assessment and feedback outside of traditional grading assumptions and approaches. Blog Posts by Aaron Trocki It’s Always Been Done That Way: Models of Assessment and Feedback Many people would likely categorize the phrase, “it’s always been done that way” as a weak justification for a particular course of action. This phrase is contained in a larger quote attributed to Grace Hopper (1906-1992), Rear Admiral in the… An Admission and Overview: Models of Assessment and Feedback The week before my first teaching experience, I had a 20-minute chat with the assistant department chair on how to teach college students. He handed me a printout of class roles for two lab sections of Introduction to College Algebra—36… Perspectives on Assessment and Feedback: Interview with Rachel Forsyth, Part 1 While exploring various models of assessment and feedback in recent months, an opportunity presented itself to gain some expert perspectives on these topics. I recently met Rachel Forsyth, author of the book Confident Assessment in Higher Education, at the 2023… Perspectives on Assessment and Feedback: Interview with Rachel Forsyth, Part 2 In my last blog post, I introduced Rachel Forsyth, author of Confident Assessment in Higher Education (2023). She shared her perspectives on what makes assessment practices effective for faculty and students. In this portion of the interview, we moved on… Inevitable Tensions and Some Good News: Models of Assessment and Feedback About two years ago, my wife and I had numerous conversations about her job satisfaction. At that time, she had worked for the same company for over ten years and had taken on a variety of roles during her tenure…. Traditional and Alternative Approaches to Grading: Models of Assessment and Feedback Recently, a colleague and I reconnected at a professional conference and discussed my efforts in writing this blog series. We have known each other for about seven years and have always enjoyed talking shop and joking around. In an effort… A Preliminary Framework for Artificial Intelligence–Supported Assessments: Models of Assessment and Feedback Since interviewing Rachel Forsyth a couple months ago, I have been writing and piloting assessments that incorporate artificial intelligence platforms like ChatGPT. My work was in response to her consideration of how AI could be used to help students and… Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 1 In my previous blog post, I introduced a framework developed to assist faculty with incorporating generative AI, such as ChatGPT, in their assessments. I also shared an artificial intelligence-supported assessment (AI-SA) and some of my thinking underlying its structure and… Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 2 In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations… Student-Reported Benefits and Tensions about Generative AI in Academics: Part 1 My ongoing exploration of how generative AI might be used in assessment practices has revealed some benefits to teaching and learning, some drawbacks, and some tensions. Sharing this exploration through these blog posts and having numerous discussions about higher education… 1 2 >
