Since 2008, The Chicago Area Assessment Group (CAAG) has sought to advance understanding of assessment and its impact on college and university planning and effectiveness. This professional peer group provides a forum for sharing good practices, soliciting feedback and creating an open dialogue for gathering information and thinking through ideas.

Currently, a five-member board provides CAAG leadership. Board members represent institutions of considerable diversity in both public and private sectors spanning assessment, institutional research/effectiveness and teaching and learning.
Click here to learn more about the board leadership.

Thought Partnership
Join us in person or remotely for our monthly meetings; an excellent opportunity to learn and engage! In addition, CAAG has launched "CAAG Conversations"-- special topics in assessment practice conducted entirely online in a convenient webinar format making sharing and discussing best practices even more approachable.
Click here to learn more about upcoming meetings.

Over 100 professional members representing nearly 45 institutions rely on CAAG for networking and resource opportunities. A free CAAG membership connects professionals via our active listserv, and provides opportunities for free professional development resources such as meetings, workshops, webinars and more.
Click here to learn more about membership.
  • CAAG Welcomes Three New Executive Board Members Please join CAAG in welcoming three new Executive Board Members: Rebecca Gibbons and Steve Damarjian from Malcolm X College, One of the City Colleges of Chicago and Paul Trotto from Joliet Junior College.
    Posted Feb 18, 2020, 7:44 AM by Keith Werosh
  • December 6th Meeting Greetings CAAG Members, Please join us on Friday, December 6th from 10:00am to 12:00pm to discuss Fearing to Fail: How Common Assessment Practices Cause Stagnation. Description: Many of the assessment reports that come in from academic and co-curricular programs indicate that “all outcomes are met” – as if that were a good thing. When programs can demonstrate that they are reaching all of their learning goals, there is no reason to change. Curriculum doesn’t need to change, pedagogy can remain the same, student engagement seems to be fine, and there is no need to really talk about transformation. This session explores the fear-of-failure that is part of higher education and develop action plans to overcome ...
    Posted Nov 27, 2019, 7:50 AM by Yanelet Delgado
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