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

The hands of a person are visible writing on a paper at a classroom desk. A water bottle also sits on the desk. Text overlay reads, "Providing meaningful feedback requires the teacher to consider multiple examples of student thinking, activity, and products that model the potential and explanatory power of the discipline."

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…

A student sits at a desk. She looks down at a few papers on the desk, which are filled with writing. She has one hand up to her forehead, and the other holds a pencil. Text overlay reads: "Quality teaching is not separate from quality assessment and feedback."

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…

Headshots of Aaron Trocki and Rachel Forsyth. "I think it's important that faculty would like to see the students' work, that they feel proud of what students have done."

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…

Headshot of Rachel Forsyth "Technology is super useful in teaching and assessment, as long as it serves the teacher's purposes."

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…

A group of students sit at desks around a seated man wearing a suit. Text overlay reads, "Traditional grading lacks feedback loops that are essential to authentic learning and better align to ways of assessing performance outside of academia."

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….

a professor passing a student a paper. "Considering assessment from a practice perspective invites faculty and students to shift their views from assessment of learning towards assessment for learning”

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 time-lapse photo shows thousands of wavy lines of yellow and white light on a black background. Text overlay reads “How might faculty use AI to make connections among concepts and applications and to unbundle their assessments to promote student growth?”

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…

A photo containing a visual of a robot arm with the following quotation: The preliminary data analyzed about using this framework shows some promise for its effectiveness to encourage faculty and students to use generative AI in productive and educative ways.

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…