24 Nov, 2018
College & University Assessment
Various definitions of assessment and the role it plays in teaching and learning: Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004) Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000) Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development. (Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes by Erwin 1991) Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999)
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculty have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Having explicit goals also facilitates the integration of courses and programs, helps to identify areas of omission or redundancy, and allows you to document success.