mean collecting the same examples of student performance or using the same instrument semester after semester. The point is to monitor progress toward intended goals in a spirit of continuous improvement. Along the way, the assessment process itself should be evaluated and refined in light of emerging insights. 6. Assessment fosters wider improvement when representatives from across the educational community are involved. Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is to involve people from across the educational community. Faculty play an especially important role, but assessment’s questions can’t be fully addressed without participation by student affairs educators, librarians, administrators and students. Assessment may also involve individuals from beyond the campus (alumni/ae,trustees,employers) whose experience can enrich the sense of appropriate aims and standards for learning. Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its aim is wider, better informed attention to student learning by all parties with a stake in its improvement. 7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This principle implies assessment approaches that produce evidence that relevant parties will find credible, suggestive and applicable to decisions that need to be made. It means thinking in advance about how the information will be used, and by whom. The point of assessment is not to gather data and return “results”; it is a process that starts with the questions of decision makers, that informs and helps guide continuous improvement.
8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
Assessment alone changes little. Its greatest contribution comes on campuses where the quality of teaching and learning is visibly valued and continually worked. On such campuses, the push to improve educational performance is a visible and primary goal of leadership; improving the quality of undergraduate education is central to the institution’s planning, budgeting and personnel decisions. On such campuses, information about learning outcomes is seen as an integral part of decision-making and avidly sought. 9. Through assessment, educators meet responsibilities to students and to the public. There is a compelling public stake in education. As educators, we have a responsibility to the publics that support or depend on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation – to ourselves, our students and society – is to improve. Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement.
What does all of this mean when it comes to what’s happening in then classroom. A number of items are being seen as critical for improving quality in instructional and support programs.