Assessment is the systematic gathering of information about student learning and the factors that affect learning, undertaken with the resources, time and expertise available, for the purpose of improving learning.
Assessment provides a framework for programs to be intentional about the promises they make, to continuously question student achievement of those promises and to facilitate continuous improvement conversations when students fall short of achievement targets. Assessment also provides data to inform programmatic decisions that prioritize student learning and success.
By keeping student achievement at the center and by employing best practices in assessment, compliance is achieved with federal, state and accreditation expectations.
Student learning is the product of all of their program experiences. No one individual, working in isolation, can optimize attainment of a program’s Student Learning Outcomes. This is why it is good practice to involve a variety of program stakeholders (e.g., department faculty, staff, students, alumni, employers) throughout the assessment process.
Stakeholders should be invited to participate in the following:
- Specifying what students should be able to do by the end of the program
- Mapping out opportunities to learn, practice and get feedback relevant to each student learning outcome
- Collecting evidence of student achievement of each student learning outcome
- Reflecting on what this evidence means about student learning
- Identifying actions and taking action to improve student learning
If you need assistance in thinking through how to do any of the above, please contact your Assessment partner from Accreditation, Assessment and Evaluation. Amy Buhrow, assistant vice provost for Assessment and Accreditation, supports the College of Education, College of Health and Human Sciences and College of Law. Carrie Zack, associate director, Accreditation, Assessment and Evaluation, supports the College of Liberal Arts and Sciences. Tawanda Paul, senior research associate, supports the College of Business, College of Engineering and College of Visual and Performing Arts. Jason Reed, institutional research data coordinator, supports Cocurricular Programs and General Education.
Assessment practice that centers the “Why”:
- Why: Continuous improvement for student learning, student success
- How: Setting learning outcomes, collecting data on learning, reflecting on data to inform actions regarding policy and practice
- What: Regularly practicing and reporting on assessment at the course and program levels
References:
Walvoord, B. E. (2004) Assessment for Departments With Limited Time and Resources (retrieved from)
Walvoord, B. E. (2010) “Assessment clear and simple: A practical guide for institutions, departments, and general education” John Wiley and Sons
