The goal of assessment is improvement, but using assessment data for improvement is arguably the most difficult part of the assessment process. It is much easier to identify learning outcomes, plan for assessment, and collect data. Identifying changes to be made, implementing those changes, and assessing their impact require much more time and thought.
Deciding When to Make Changes
If you are unsure as to whether a change is needed or where changes should be made, first revisit your curriculum map. Are students being provided adequate opportunities to engage with a learning are? Are they engaging with it early in the program? Are they engaging too late? Changes in how material is presented to students, when, and how often, can affect how well they achieve desired learning outcomes.
Changing a program or course is often part of assessment use. But it is important to consider why those changes in particular, in that part of the program or course, will have a positive impact on student learning. When deciding to make a change, consider the following questions:
- What arguments are being made about the learning that happens in a course or through the program?
- What evidence would be needed to support your claims?
- What assumptions are you starting with?
- Why do you think the changes will lead to better outcomes?
It is also important to revisit learning targets. It could be that a target may be set too high, not necessarily that students are not learning. For example, a target for a senior might look different than one for a first-year student.
Useful Assessment Starts with Questions
Do not expect assessment data to chart a path for you. More likely, you will spend more time that you should trying to figure out what the data mean and what to do about it. Instead, start with questions and think about what data might help help to get at the answers.