Assessment is a process by which information from multiple sources is gathered and critically examined to better understand what our students are learning in relation to stated learning goals. Effective assessment results in “informed decision-making” – documenting assessment activities with clarity and in a way that demonstrates continuity and consistency, and using the results of assessment to improve student learning.

Key words in the definition communicate principles of “good assessment”:

Process – assessment is an ongoing activity that brings added value rather than a periodic or episodic activity that occurs only at times when we’re held accountable, such as re-accreditation visits.

Information from multiple sources – when we collect data about what our students are learning we are using multiple methods to do it, so that from a number of different perspectives we can understand the whole picture. As we select assessment methods that are appropriate to assessing individual student learning goals, we strive for a balance between what we consider indirect methods (methods that provide information about student’s perceptions about what they have learned such as surveys, questionnaires, interviews or other studies such as transcript analyses, graduation rates, job placement, employer surveys, etc.) and direct methods (methods that provide information about what students have learned that come directly from their work such as course exams, creative performances, presentations, papers, nationally-normed exams, portfolios, etc.). Assessment methods can yield quantitative or qualitative information, either equally valid in helping us understand what our students are learning.

Critical examination – Data doesn’t get put in drawer or file cabinet, but time is set aside for faculty to analyze data and draw conclusions.

Stated learning goals – when our program goals are stated as learning outcomes, i.e., what our students should know or be able to do, they are the foundation for the design and implementation of an effective assessment plan.

Informed decision-making – Conclusions we draw from our assessment results help us as faculty make educationally sound decisions about program/curricular improvement.

Documenting assessment activities – In order to effectively use data and to keep track of improvement decisions, it is essential to be building a “body of evidence” that supports our work in assessing student learning. Notebooks, files, or portfolios kept in the department allow data, information and a record of improvements to be accessible as your work is ongoing. Good record-keeping is also essential when we are asked to provide specifics such as during program review or accreditation visits.

Clarity, continuity, consistency – The ongoing nature of assessment, whose purpose, results and use of results are clearly communicated, becomes the foundation of a campus culture that promotes continuous improvement.

Improving student learning – As educators, our ultimate goal. Effective assessment practices give us information that provides direction and priorities in decis