Improving student learning is facilitated by assessment in the classroom. Assessment is a process of continuous improvement and reflection, collaboration with our fellow faculty members, and supported by our administrators. So that we can clearly communicate with each other about our efforts to improve student learning, this page re-introduces common assessment concepts: direct and indirect assessment, formative and summative assessment, use of rubrics, and assessment vocabulary used by the College.
|1. The assessment of student learning begins with educational values.|
|2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.|
|3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.|
|4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.|
|5. Assessment works best when it is ongoing, not episodic.|
|6. Assessment fosters wider improvement when representatives from across the educational community are involved.|
|7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.|
|8. Assessment is more likely to lead to improvement when it is part of a larger set of conditions that promote change.|
|9. Through assessment, educators meet responsibilities to students and to the public.|
Nine Principles of Assessment was developed by a task force from the American Association for Higher Education (Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elain El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese, Kay M. McClenney; Marcia Mentkowski, Margaret A. Miller; E. Thomas Moran; and Barbara D. Wright).