Assessment-More than Numbers
Assessment – More than Numbers From my first forays into assessment work, I heard colleagues assert that assessing student learning is the responsibility of faculty with the goal of improving student outcomes. I agree wholeheartedly with the statement, but then encountered examples of assessment processes that seemed to be driven more by the need to satisfy accreditors, state agencies, or other external bodies, all of which seemed ill-suited to foster faculty interest and involvement in assessment. While I believe that Institutional Research or Assessment offices are colleagues that partner with faculty to assist, the actual work of assessment belongs to faculty and processes of assessment within institutions should be constructed in a way to ensure faculty ownership and use of assessment results. At Johnson County Community College we have found that using the cycle of assessment provides a theoretical and practical framework to engage faculty in authentic assessment activities. What was the Question? The cycle of assessment begins with a Continue reading Assessment-More than Numbers