When the assessment movement started in the mid-1980s, its
advocates envisioned a paradigm shift in higher education, a move away from the
“professor-as-disseminator-of knowledge” model and towards one that promoted
active, collaborative learning. For this
approach to succeed, however, faculty needed to articulate clearly what they
wanted students to learn and consider carefully how well they were learning
it.
If one approaches assessment as something to satisfy institutional
requirements or accreditation standards, then assessment is little more than
tedious bean-counting that yields meaningless quantitative information. On the other hand, if one regards assessment
as its original proponents intended it to be—deliberate and thoughtful inquiry into
student learning—it can result in important discoveries that improve pedagogy
and curriculum.
Consider the assessment process as analogous to any other
process of discovery, whether creative, scientific, or problem-solving. It starts with defining the problem or
asking the question: How do we know
students are learning this material or developing this ability? The next “step” is to investigate or
observe. In the creative process, this
might involve research or brainstorming; in the problem-solving process, like
the assessment process, it means gathering data and any other evidence that may
possibly answer the question. Once ideas
are generated or data have been collected, patterns begin to emerge. These patterns provide insights and
direction; they shape meaning. When we
are writing, this might be when we discover a lead or focus. In assessment, these patterns provide insight
into where students are performing well, and where they are less successful at
meeting the learning goals. This doesn’t
necessarily happen after one assessment, any more than it happens in writing
after reading one research article.
Patterns emerge only after sustained and systematic data collection.
Reflection is critical to any process of discovery, and
assessment is no exception. Reflecting
on and interpreting what results might mean are important; this cannot be
emphasized enough. Likewise, formulating
solutions to address specific findings, particularly those that are
disappointing or below target, is an integral part of the discovery process. Positive discoveries are made from assessment
as well, just as they are through the scientific and creative processes, and
assessment should be a way to celebrate these successes.
As with any process of discovery, our inquiry into student
learning will have its limitations. But
perfection cannot prevent us from doing something well. Our commitment to an educational mission is a
commitment to thoughtful analysis of student learning, to asking the right
questions and exploring the possible implications inherent in what we
discover.
