Contact the Office of Media Relations at (518) 956-8150
College of Computing and Information
Instructional technologies, assessment and evaluation (K-12 through higher education); reflective practice; student voice and problem-based learning
Campus phone: (518) 442-5120
Campus email: firstname.lastname@example.org
Associate Professor Joette Stefl-Mabry is the primary investigator of an IMLS (Institute of Museum and Library Services) funded initiative entitled: 21st Century Assessment Planning for Educators
(CAPE). The project will address public demands for higher standards, accountability, and effective instruction by training future educators in the design and development of best assessment and evaluation practices. The partners, which include UAlbany’s Department of Information Studies
, School of Education
, and the Association for the Cooperative Advancement of Science and Education, will use this planning grant to identify critical capabilities and create an online assessment and evaluation course for teachers and school librarians that will help educators to align their curriculum with valid assessments, thus fostering and facilitating collaboration among classroom teachers and school librarians as instructional partners.
Stefl-Mabry’s research interests include: reflective practice, student voice, problem-based learning, and assessment and evaluation. There is value in knowing what learners know. Learners do not enter our classrooms (PreK-12 through higher education) as blank slates; they bring with them a set of attitudes, skills and knowledge that, up to this point, have helped them to survive and thrive. As a result, it is vital to have an accurate accounting of the degree of learner attainment of intended learning outcomes at the level of individual courses/classes in order to improve pedagogy and curriculum. Such an accounting can only be made when our model of the inputs, processes, and outcomes of the educational endeavor are themselves clearly articulated. SLO&AR (Student Learning Outcomes & Assessment Review) is model that Professor Stefl-Mabry has co-developed with William E.J. Doane, PhD. SLO&AR guides educators to make explicit their class/course-level student learning outcomes, (attitudes, skills, and knowledge) and helps them to align student learning outcomes (SLOs) with assessments of the degree of student attainment of those outcomes.