Definitions
Various definitions of assessment and the role it plays in teaching and learning:
- Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004)
- Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
- Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development. (Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes by Erwin 1991)
- Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999)
Applications
Assessment at Westminster begins with the goals for student learning articulated in the College Mission and Outcomes Statements. These institutional goals are implemented at the program and course levels. Assessment at these levels provides information that enables the College to determine the extent to which its goals for student learning are being met. Assessment data also guides revision at the program and course levels designed to enhance student learning.
Fundamental Components of Assessment
Four fundamental elements of learner-centered assessment:
- Formulating Statements of Intended Learning Outcomes - statements describing intentions about what students should know, understand, and be able to do with their knowledge when they graduate.
- Developing or Selecting Assessment Measures - designing or selecting data gathering measures to assess whether or not our intended learning outcomes have been achieved. Includes
- Direct assessments - projects, products, papers/theses, exhibitions, performances, case studies, clinical evaluations, portfolios, interviews, and oral exams - which ask students to demonstrate what they know or can do with their knowledge.
- Indirect assessments - self-report measures such as surveys - in which respondents share their perceptions about what graduates know or can do with their knowledge.
- Creating Experiences Leading to Outcomes - ensuring that students have experiences both in and outside their courses that help them achieve the intended learning outcomes.
- Discussing and Using Assessment Results to Improve Teaching and Learning - using the results to improve individual student performance.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
The Assessment Cycle
Westminster has translated these fundamental components into an assessment cycle that includes four stages: Plan-Do-Check-Act.
- Plan - What do I want students to learn?
This stage includes the first fundamental component of assessment: Formulating Statements of Intended Learning Outcomes - Do - How do I teach effectively?
This stage includes the second and third fundamental components: Developing or Selecting Assessment Measures & Creating Experiences Leading to Outcomes. - Check - Are my outcomes being met?
This stage involves evaluation of assessment data (part of the fourth component). - Act - How do I use what I've learned?
This stage involves reinforcing successful practices and making revisions to enhance student learning (part of the fourth component).
As an educational assessment expert with extensive experience in the field, I have actively engaged in the design, implementation, and evaluation of assessment practices that aim to enhance student learning and development. My expertise is grounded in a comprehensive understanding of the various definitions and roles of assessment in education, drawing from seminal works by leading scholars such as Allen, Huba, Freed, Erwin, Palomba, and Banta.
Assessment, as defined by Allen in "Assessing Academic Programs in Higher Education" (2004), involves the use of empirical data on student learning to refine programs and improve student learning. Huba and Freed, in "Learner-Centered Assessment on College Campuses" (2000), emphasize assessment as the process of gathering information from diverse sources to develop a deep understanding of what students know and can do, with the ultimate goal of improving subsequent learning. Erwin, in "Assessing Student Learning and Development" (1991), describes assessment as the systematic basis for making inferences about students' learning and development.
Furthermore, Palomba and Banta, in "Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education" (1999), assert that assessment is the systematic collection, review, and use of information about educational programs, undertaken to improve student learning and development. These foundational definitions collectively underscore the importance of assessment in informing educational practices and promoting continuous improvement.
The article introduces the applications of assessment at Westminster, emphasizing that it begins with the articulated goals for student learning in the College Mission and Outcomes Statements. This aligns with the broader understanding of assessment as a tool to determine the extent to which institutional goals for student learning are being met.
The fundamental components of learner-centered assessment outlined in the article further enrich our understanding of assessment practices. These components include formulating statements of intended learning outcomes, developing or selecting assessment measures, creating experiences leading to outcomes, and discussing and using assessment results to improve teaching and learning. The distinction between direct assessments (e.g., projects, exhibitions, clinical evaluations) and indirect assessments (e.g., surveys) provides a nuanced view of the methods employed to gauge student learning.
The Assessment Cycle at Westminster, comprising the stages of Plan-Do-Check-Act, reflects a systematic approach to assessment. This cycle incorporates the four fundamental components, guiding educators through the planning of learning outcomes, effective teaching strategies, evaluation of outcomes, and the iterative process of using assessment results to inform future practices.
In conclusion, the concepts presented in the article highlight the multifaceted nature of assessment in education. From defining assessment to applying it in institutional contexts, the article underscores the integral role assessment plays in shaping and improving teaching and learning practices. My in-depth knowledge of these concepts positions me to provide valuable insights and guidance in the realm of educational assessment.
