In my work in higher education, from competitive admissions to academic advising and course instruction, I have had many opportunities to use assessments. Assessments have assisted me in evaluating student events, obtaining course feedback, and hearing directly from students. Assessment helps to propel learning through self-reflection and regular check-ins, for both the student and the teacher, and is an essential tool for any educator. Through personal and professional experience within higher education, I have identified the following three beliefs about assessments:
Assessments can improve participation and motivation
Self-evaluation is a powerful tool in obtaining student feedback. By asking students to reflect on their own academic and personal goals, intrinsic value is placed on the learning process. By offering regular check-ins on a student's progress towards achieving these goals, the student is learning how to reflect on their own progress. When their path towards a goal is diverged, they can then critically think through any roadblocks that may be slowing down or preventing forward progression. Instructors can provide scaffolding throughout this process, but the student is learning how different decisions ultimately effect the goals they have set for themselves.
Assessments can come in many forms
Assessments can be written, spoken, direct, comprehensive, formal, and informal. Assessments, as discussed, can be conducted on oneself or in the form of outside feedback. Assessments can be provided by large groups or completed on a one-to-one basis. Surveys, qualitative written responses, and even focus groups are all opportunities to gather data and input from others, and can all be considered assessments. I have personally used all of these types of assessments, dependent on what information I was trying to obtain and what improvements I was trying to make.
Assessments identify what goals were met and what was missed
Ultimately, assessments are the best tool for knowing if the target objectives you created were actually met. From personal experience, I've used assessments to evaluate if our admissions team created an informative orientation program, if the materials and assignments created for a freshman seminar course were aligned with established learning goals, and if my advisees felt that their major prepared them for a competitive job market. In each case, I was able to evaluate what was successful and what improvements needed to be made.
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