How will you know that students have met your expectations?
Clarify standards and targets to ensure equity and promote consistency
Set standard for achievement for each program goal
Identify performance targets that will allow program faculty to feel comfortable with results
“Comparison of universities or departments serves curiosity but serves little the managerial or public good. The more valuable assessments are those that are formative, developmental, [and] aimed at ...
Accreditation is a peer-reviewed process intended to continually improve accredited institutions.
A primary goal of accreditation is "to assure the public that institutions act with integrity, yield high-quality educational outcomes, and are committed to continuous improvement" (Handbook of Accreditation, p.
How can we improve student learning?
Use the results of the inquiry to plan
Celebrate successes and acknowledge areas in need of improvement.
"Consequential validity posits that assessment must be valid for the purposes for which it is used, consistent with relevant professional standards, and--this is the key point here--that the impacts or consequences of its use should be factors in determining validity" (Hutchings, Kinzie, & Kuh, 2015, P. 41).
We have collected student work. Now what?
Make sense of the evidence of student learning
"Collecting data is one thing, but making sense of them is something else. We want to use analytic techniques that are simple, direct, and effective" (Allen, 2004, p. 131).
What can we learn from these results?
TOOLS & TIPS
The results of assessment activities are most meaningful when they provide insight into student learning in comparison to something else, i.e., analysis of aggregated students’ performance in relation to program learning outcomes.
What do you expect students to learn?
Articulate goals for student learning
Educational equity depends on individual and collective capacity to reflect on, and clearly articulate, learning goals for students.
The process of developing learning outcomes invites faculty to reflect on, and then translate, that embodied disciplinary knowledge into clear expectations for students in their majors. We wouldn't want to leave something as important as student learning and success to guesswork.