GOOD PRACTICE OF ASSESSING STUDENTS LEARNING
- The assessment of student learning begins with educational ethics. Assessment is not an end in itself but an instrument for educational improvement. Its effective practice, then, begins with and enacts a concept of the kinds of learning we most value for students and strive to help them achieved. Educational ethics should drive not only what we choose to assess but also how we do so.
- Assessment is most effective when it reflects an understanding of learning as multi-dimensional, integrated, and revealed in performance over time.Learning is a complex process. It involves not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a varied collection of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning, and therefore safer bases for improving our students’ educational experience.
- Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. Assessment is a goal-oriented process. It requires comparing educational performance with educational objectives and expectations — those derived from the institution’s mission, from faculty intentions in program and curriculum design, and from knowledge of students’ own goals. Where program purposes lack distinctive or agreement, assessment as a process pushes a site toward clarity about where to aim and what standards to apply; assessment also prompts attention to where and how program goals will be taught and learned.
- Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Information about outcomes is of high importance; where students “end up” matters importantly. But to improve outcomes, we need to know about student experience along the way about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning.
- Assessment works best when it is on-going not erratic.Assessment is a process whose power is cumulative. Though isolated, “one-shot” assessment can be better than none, improvement is best fostered when assessment entails a linked series of activities undertaken over time. This may mean tracking the process of individual students, or of cohorts of students; it may mean collecting the same examples of student performance or using the same instrument semester after semester. The point is to monitor progress toward intended goals in a spirit of continuous improvement. Along the way, the assessment process itself should be evaluated and refined in light of emerging insights.
- Assessment fosters wider improvement when representatives from across the educational community are involved.Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is to involve people from across the educational community. Educators play an especially important role, but assessment’s questions can’t be fully addressed without participation by student-affairs educators, librarians, administrators, and students. Assessment may also involve individuals from beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of appropriate aims and standards for learning. Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its aim is wider, better-informed attention to student learning by all parties with a stake in its improvement.
- Assessment makes a difference when it begins with issues of use and brightens questions that people really care about. Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that relevant parties will find reliable, suggestive, and applicable to decisions that need to be made. It means thinking in advance about how the information will be used, and by whom. The point of assessment is not to gather data and return results; it is a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data, and that informs and helps guide continuous improvement.
- Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.Assessment alone changes little. Its greatest contribution comes on areas where the quality of teaching and learning is visibly valued and worked at. On such areas, the push to improve educational performance is a visible and primary goal of leadership; improving the quality of undergraduate education is central to the institution’s planning, budgeting, and personnel decisions.
- Through assessment, educators meet responsibilities to students and to the public.There is a compelling public stake in education. As educators, we have a responsibility to the public that support or depend on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation to ourselves, our students, and society is to improve.