Assessment basics:
Assessment Misconceptions
- Assessment has been common for over 30 years
- It has been an accreditation emphasis for at least 25 years
- It has been a formal expectation of all regional accreditors since 2004.
- All departments, academic and non-academic, impact student learning.
- Assessment of student learning is a means of increasing the mutual engagement of faculty, students, and staff in providing an optimal learning experience.
- Assessment is a collaborative effort.
- Academic assessment is a tool for faculty members to improve student learning. It should be faculty initiated, driven, and supervised.
- Non-academic assessment is a tool for staff to improve institutional/program/office effectiveness.
- First and foremost, assessment is about improving student learning and advancing the university.
- All departments, academic and non-academic, impact student learning.
- To that end, accrediting organizations expect institutions to perform assessment.
- Desired outcomes (course, program, and institutional) may not be measured by the grading process.
- Many variables affect grades (participation, for example). Individual assignments have objectives that may only tangentially connect with outcomes.
- Outcomes may be developed and measured only partially in some courses.
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An assignment or course may support multiple learning outcomes.
- Assessment is not about finding fault with programs, courses, or individuals.
- It is about collecting aggregate data that informs decision making for improvement to reach learning outcomes.
- It should not be used to evaluate faculty and staff.
- Resources are available to assist you through all steps of assessment at Arkansas Tech University.
- University Assessment & Accreditation staff are here to help you plan assessment, develop learning outcomes, goals and objectives, conduct assessments, and analyze/use results.
UNITS
- What is Assessment?
- The Assessment Plan
- Assessment Misconceptions
- Review
- Quiz
Return to Assessment Academy