A Common Sense Approachto

Assessing Student Learning

Linda Suskie Vice President

Middle States Commission on Higher Education

Fitchburg State CollegeMay 25, 2010

What’s the Big Deal with Assessment?

• Federal regulations

• Other calls for accountability

• Evidence-informed planning & decision-making

• “Learning-centered” focus

What is Assessment of Student Learning?

• Deciding what we want our students to learn

• Making sure they learn it!

--Jane Wolfson, Director, Environmental Science & Studies Program, Towson University

The Teaching-Learning-Assessment Cycle

1. Learning Goals

4. Using Results

2. Learning Opportunities

3. Assessment

What is “Good” Assessment?

1. Good Assessment Flows from

Clear & Important

Goals.

A Clear Picture of a Successful Student

• What do we most want students to learn?• What can a successful student do?• Why those things and not others?• How do we help students learn those things?• How do we know they’re learning it?

2. Good Assessment is Useful and Used.

Are You Satisfied with Your Results?

• Why or why not?

• If not, what are you doing about it?

Do You Use Assessment Results to Celebrate & Publicize

Successes?

Do You Use Assessment Results to Inform Important Decisions?

• “Innovation” grants

• Funding priority to requests supported by assessment evidence

• Strategic goals & plans based on assessment evidence

3. Good Assessment is Cost-Effective.

Time? Stop Doing Something Else.

• Committees

• New programs & courses

• Other new initiatives

• Specialized accreditation

Minimize the Burden of Assessment

• Focus on just 3-6 goals

• Start with what you have

• Quick & easy assessment tools

• Realistic, flexible expectations

• Simple, effective reporting requirements

• Constructive feedback

4. Good Assessment is Valued.

Five Stages of Assessment(from Elisabeth Kubler-Ross)

1. Denial 2. Anger3. Bargaining 4. Depression 5. Acceptance

How Do College Leaders Promote & Facilitate Assessment?

• Help faculty find time

• Professional development opportunities

• Technical support

• Value work on assessment

• Freedom to fail

• Use assessment results to inform important decisions

5. Good Assessment Yields Reasonably

Accurate, Truthful Results

• A perpetual work in progress• Multiple approaches• Include direct evidence of student learning

Good Assessment

1. Clear & important goals2. Useful…and used3. Cost-effective4. Valued5. Reasonably accurate & truthful results