Assessment Consultant

This competition is open to all applicants however; internal candidates and applicants who were former employees of the University of Alberta will be given priority consideration before external candidates. Please log in to verify your internal candidate status.

Location - This role is hybrid with a mix of remote and in-person. Work primarily takes place at North Campus, Edmonton.

The Centre for Teaching and Learning (CTL) advances the University of Alberta’s teaching and learning mission by inspiring instructors, connecting communities, and partnering for impact. As the university’s centre for expertise in teaching and learning, CTL works with instructors, academic leaders, and programs to strengthen teaching practice and student learning through research-informed, inclusive, and student-centred approaches.

Guided by institutional priorities, CTL builds capacity for meaningful and sustainable improvements in teaching and learning across diverse academic contexts. Its work is grounded in reflection, partnership, and a commitment to inclusive, anti-colonial, and relational approaches, including the integration of Indigenous ways of knowing, being, and doing.

Reporting to the Associate Director, the Consultant, Assessment provides institutional leadership in assessment-focused educational development. The Consultant works with instructors, academic units, and institutional partners to strengthen assessment practice through consultation, programming, resource development, and collaboration.

The role brings specialized expertise in postsecondary pedagogy and assessment to support aligned, inclusive, meaningful, and sustainable assessment practices that promote student learning, academic integrity, and student and instructor well-being. It also helps the university respond to evolving assessment contexts, including the implications of generative AI and emerging educational technologies.

Key responsibilities include:

• Lead and contribute assessment expertise to university-wide teaching and learning initiatives, faculty partnerships, and cross-disciplinary projects aligned with institutional priorities.
• Provide specialized consultation to instructors, academic units, and institutional partners on assessment design, feedback, grading, academic integrity, and evaluation of student learning.
• Support the design of aligned, inclusive, authentic, and sustainable assessment practices that strengthen student learning while considering student and instructor well-being.
• Help instructors and academic units respond to evolving assessment contexts, including the pedagogical implications of generative AI and emerging educational technologies.
• Design, lead, and continuously improve assessment-focused workshops, learning communities, cohort programs, and other educational development initiatives.
• Develop practical resources, guides, exemplars, and programming that strengthen assessment literacy and support informed pedagogical decision-making.
• Integrate equity-informed, Indigenous, relational, and student-centred approaches into assessment programming, consultation, and resource development.
• Build collaborative relationships across faculties and institutional units and foster cross-disciplinary dialogue about assessment practice.
• Identify emerging research, trends, and challenges in assessment and higher education and translate them into responsive programming and supports.
• Evaluate assessment initiatives and programming using evidence and participant feedback to inform continuous improvement and future planning.

Education and Experience: 

• Master’s degree in Education with a focus on assessment, higher education, curriculum and instruction, educational measurement, or a related field required; PhD preferred.
• Demonstrated expertise in postsecondary assessment design and practice, including inclusive assessment, assessment validity, grading and feedback, and student learning evaluation.
• Experience supporting assessment practices in evolving teaching and learning environments, including helping instructors respond to the pedagogical implications of generative AI and other emerging educational technologies.
• Experience in teaching and learning support, educational development, or a related role in a postsecondary environment.
• Minimum of three years’ experience teaching in postsecondary education as the principal instructor of record.
• Demonstrated experience designing, facilitating, and evaluating educational development programming, workshops, cohort-based initiatives, or collaborative learning experiences.
• Demonstrated experience supporting reflective teaching practice, evidence-informed teaching, peer learning, student partnerships, or other initiatives that strengthen instructional practice and student learning.
• Demonstrated experience building collaborative relationships and working across academic units and institutional contexts in complex postsecondary environments.

Education and Experience: 

• Advanced knowledge of postsecondary teaching and learning, assessment design and practice, and the complexities of teaching in research-intensive universities.
• Demonstrated expertise in assessment design and practice, including inclusive assessment, assessment validity, grading and feedback, rubric development, and student learning evaluation.
• Advanced knowledge of pedagogical principles related to assessment, including constructive alignment, formative and summative assessment, assessment literacy, feedback for learning, and sustainable assessment practices.
• Understanding of the pedagogical implications of generative AI and emerging educational technologies for assessment design, student learning, academic integrity, and assessment validity.
• Knowledge of institutional teaching cultures, academic environments, and current issues and trends in higher education.

Skills and Abilities: 

• Communication and Translation: Strong written and verbal communication, consultation, and facilitation skills tailored to diverse audiences. 
• Ability to translate assessment theory, pedagogical evidence, and institutional priorities into practical strategies and resources.
• Relationship Building: Demonstrated ability to work collaboratively and build high-trust relationships with instructors, students, academic leaders, and colleagues across roles and disciplines.
• Execution and Autonomy: Demonstrated ability to design, facilitate, and evaluate assessment-focused programming, workshops, consultations, and collaborative learning experiences while contributing effectively to team-based projects and institutional initiatives.
• Professional Judgment: Strong organizational skills, attention to detail, and ability to manage multiple responsibilities. Ability to navigate complex conversations related to assessment design, inclusive and valid assessment, student learning, academic integrity, and evolving teaching contexts with professionalism, tact, and sound judgment.
• Ability to exercise professional judgment and initiative while operating independently within broad CTL goals and priorities.

Attitudes and Attributes:

• Approaches challenges with a solutions-oriented and reflective mindset.
• Confident, professional, and relational in working with instructors, academic leaders, students, and institutional partners.
• Service-oriented, committed to supporting instructor growth and strengthening meaningful assessment practices across the university.
• Reflective and open to feedback, contributing to a culture of continuous learning and improvement.
• Adaptable and responsive to evolving institutional priorities, teaching contexts, and assessment challenges.
• Committed to inclusive, equity-informed, and values-based approaches to teaching and learning.
• Supports a workplace committed to physical, cultural, and psychological safety and contributes to a culture of belonging and respect.
• Follows all safety legislation, policies, and procedures; completes required safety training; identifies hazards and acts on safety concerns.

Application Instructions

Click "Apply Now" to submit your resume and cover letter.

This position has a comprehensive benefits package and an annual salary range of $70,161 to $116,930.

The terms and conditions of this appointment are governed by Schedule F of the collective agreement between the Board of Governors of the University of Alberta and the Association of Academic Staff of the University of Alberta.