Introduction to Assessment
Comparing objectives to outcomes to make improvements.Assessment means "to measure." When we assess learning, we are measuring learning outcomes to determine how well learning is or has taken place. Assessment can be done at any point in the learning process. It can take place at the beginning or the end of a learning experience - or even in the middle. In fact, assessment should take place frequently to get a most complete picture of learning over a period of time.
Assessment as part of a cycle of inquiry
Assessment is part of a heuristic process where instructor/service provider, student, and institution fairly and objectively observe the fruits of the learning process. Assessment is the process of using a specific assessment tool to measure how well learning is taking place. The results or outcomes of that of assessment are not meant to be used for punitive purposes, in fact, just the opposite. They reveal how well learning is occurring for the purpose of helping instructor, student, and institution evaluate how to make improvements in order to get better results. Thoughtfully evaluated outcomes make it easier to strategically organize activities in the future.
Assessment as a means of making our criteria public
It is helpful to reveal our assessment criteria to our students, colleagues and the public. Studies have shown that when criteria are revealed to students, they are are more likely to organize their behaviors to meet or exceed that criteria. This can be done with objectives, rubrics and samples of model student work. When our colleagues share our assessment criteria, they too can organize their activities to help students achieve them. To ensure a model assessment approach, we can gather our colleagues' feedback by soliciting their input on our assessments, as well as asking them to participate in norming sessions where we compare how individual instructors evaluate the same sample of student work.
Scholarship of Assessment
As the value of assessment grows more apparent in education, the body of knowledge continues to expand. The scholarship of assessment has created an entire language of concepts and terms specific to the assessment process. While those of us at MJC do not need to become scholars in assessment, it is helpful to understand a common assessment terminology.
The content of this page is provided by the MJC Student Learning Outcomes Committee
For questions regarding the content of this page contact Letitia Senechal, MJC SLO Facilitator.