ABSTRACT
We all have a teaching philosophy—a framework of understandings and beliefs about what, why, and how we do what we do that we label “teaching.” A subset of our teaching philosophy addresses assessment-related issues. For some of us, our teaching and assessment philosophies are well-formed, articulate, explicit, and coherent. For some of us, they are more nascent, less coherent, and implicit. Many of us have a written teaching philosophy statement, which likely also addresses assessment-related issues (cf. Kearns & Sullivan, 2011; Owens, Miller, & Grise-Owens, 2014; Schönwetter, Sokal, Friesen, & Taylor, 2002). If your written teaching philosophy statement doesn’t have an assessment section, you should consider adding one.
