"Generally if I come back from a conference/workshop with one small nugget of good info, I am satisfied. Here, however, I was amazed that the entire two days were fabulous. I never felt bored or wished things would move along more quickly."                                                      -- Associate Professor of Psychology

"The facilitators were the best I've ever had at a workshop. I was particularly impressed by the connection between teaching/learning and assessment and that there was a focus on authentic assessment and changing the culture of teaching and learning at our institution."             -- Anonymous participant

"The workshop was developed to ensure maximum learning. The two-day workshop consisted almost entirely of active learning. It is refreshing when presenters practice what they preach." -- Anonymous participant

"This stuff gives us something concrete to work with, to analyze and evaluate. It's much better than just waving our hands and saying, "well, you know, it's about 'critical thinking'."" -- Professor of English

"This [workshop] allows contextualizing multiple learning goals into a single complex activity.  I will model this to colleagues." -- Dean of Curriculum

"Very knowledgeable and effective presenters.  Free of a lot of jargon that sometimes permeates discussions of assessment." -- Director of Assessment

"I have felt like most of my papers have been busy work - it's time to start working on creating real, worthy assignments." -- Professor of English

"I had doubts before coming that you could teach us how to create a performance task in only a two-day workshop, but I was very pleasantly surprised at the effectiveness of the workshop."      -- Professor of Environmental Studies

"Excellent. Possibly the best organized workshop I've attended." -- Anonymous participant

"I found the 'template' process for developing a performance task to have been the most important/valuable thing I learned. Close behind was learning more about the rubrics and using them to score performance tasks. I will use this to teach workshops on campus (group/tutorial) and to create performance tasks for my own courses." -- Director

"Highly effective model that balances individual work time with group work. I've made important contacts that I will maintain as I continue to develop my performance tasks." -- Anonymous participant

"Absolutely brilliant. Wonderfully constructed and entertaining presentations" -- Anonymous participant

“One of our faculty members was skeptical of the utility of the CLA given her own professional needs and concerns. However, after she participated in the workshop on designing a unique, course-based performance task to assess student learning, she was a convert. Immediately, she saw how a performance task—especially one that she could tailor to reflect the concerns of her science course—could energize student learning and serve as a platform on which students could synthesize and integrate knowledge from various different disciplines and courses." -- Dean of Academic Affairs