Assessment: A Primer for the Novice
Valerie Mann, Adjunct Associate Professor of Learning Strategies
Assessment is a critical part of our culture at JCCC, in fact, in all of higher education. But, have you ever wondered about the “Why?” “How?” and “What?” of assessing your students’ learning? I started out the 2013-14 academic year by beginning my three-year term on the college-wide Assessment Council. As a new addition to the assessment council I asked the director of outcomes assessment, Dr. Sheri Barrett, to recommend some reading for me to bring me “up-to-speed” on assessment. This article is a result of my readings.
Faculty assess student learning frequently. Whether it is an electronically scored exam, evaluative essay question, research paper, project or group activity, performance, etc., faculty are expected and prepared to measure the comprehension of their course content or departmental curriculum. So what is the difference in providing my students grades for assignments and assessment activities at JCCC? In answering that question I was able to more succinctly understand the current expectations for assessment and how simple the process can be.
What is assessment?
A clear definition of assessment is “the process of collecting, reviewing and using information about academic programs in order to improve student learning and development” (Palomba & Banta 297). This definition makes it clear that assessment is focused on student learning, and the assessment process is about the systematic collection of that information.
Why Should I assess?
Assessment ensures “program coherency,” as well as “intentional action” on the part of faculty, and provides opportunities for “scaffolding” on what our students learn (Cameron et al, pg. 415). Assessment also allows faculty to make plans for improvement in the curriculum and to reflect on not only how our students learn, but how we teach.
Who should assess?
Actually, the answer here is simple. At some point, EVERYONE should assess their students’ learning. Whether it is a specific math skill, learning terminology or more process related goal, assessment is a gift we give our students—and ourselves.
How can I assess?
Assessment plans start with you considering your course materials as you prepare for the next semester, or with a meeting of a few interested faculty members in your department, even perhaps at a World Café table during Professional Development Days.
Here at JCCC there is help wherever you find yourself in the assessment cycle. If you want assistance in formulating an assessment question, designing the assessment instrument, refining your plan, or analyzing the data, check in with the Office of Outcomes Assessment. In addition, many of the office’s resources are available on their , blogs.jccc.edu/outcomesassessment, or on the college’s https://infoshare.jccc.edu/communities/slo/default.aspx.
References
Cameron, J.,Stavenhagen-Helgren, T., Walsh, P. & Kobritz, B. (2002, Oct.). Assessment as critical praxis: A community college experience. Teaching Sociology , 30 (4). Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment, 414-429. Retrieved October 12, 2013, from JSTOR.
Palomba, C.A. & Banta, T.W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco, CA: Jossey Bass.
