Assessment and evaluation contain everything from individual student-level outcomes within a course to institutional-level metrics of success. The assessment process and its products are both vitally important to our work as educators.
Assessment can be conducted at the class period, course, program, departmental, and institutional levels. Any assessment plan or activity should begin with an objective. For example, learning objectives may be very specific within a class session (e.g., students will explain one specific concept), and relate to broader course outcomes (e.g., students will identify key theories in the field), connect with broader academic program outcomes (e.g., students will apply disciplinary content to solve problems), and speak to even broader institutional outcomes (e.g., students will demonstrate critical thinking skills).
You don’t have to be an assessment expert to employ sound evaluation practices to guide your teaching. Learn more about the basic concepts needed to become more intentional with an assessment plan and implementation.
Assessing student learning is something every instructor does throughout the semester. It’s common to think of assessment as scores on tests or quizzes. These are examples of assessment but are not the only method of assessing learning. There are many ways to determine whether students are learning.