Chapter 1. Introduction: Assessment Then and Now

A. The Opportunities

The teaching and learning process has always included assessment, incorporating both formal and informal measures, both objective and subjective. Until recently, that process has been focused primarily within the classroom in individual courses; a few measures such as standardized achievement tests and college entrance examinations were used to study populations of students. Occasionally, data were aggregated in a way that schools could get a grasp of the overall level of achievement of their students.

Today, there is widespread interest in the outcomes of educational experiences and how those outcomes meet a variety of societal needs, making assessment an instrument of public accountability. At Bridgewater State College, we strive for continuous improvement and renewal through the review of our academic programs either through external accreditation or a formal internal assessment process. The history of assessment in higher education is longstanding and is rooted in the desire to understand and improve student learning. We now have better insight into how students learn: they do not passively receive what we transmit but rather participate in the construction of their knowledge. In that respect, assessment represents an opportunity. Here is a chance to understand how effective our programs are from the standpoint of the learner and, along the way, help our students demonstrate to us, themselves, and the rest of the world what they know and can do and how they perceive the world by the time they graduate. For these reasons, learning-outcomes assessment is a component of the program review process at Bridgewater State College.

B. Purpose and Scope of This Guidebook

This guidebook, developed by BSC faculty and staff, is a compilation of approaches, techniques, and examples of the use of learning-outcomes assessment. The guidebook is based on the fact that assessment is the shared responsibility of the faculty and administration. Its purpose is to create a well of knowledge for developing and implementing effective assessment plans for departmental programs. The guidebook does not prescribe what faculty should do nor does it establish evaluation mechanisms for individual students or faculty. Although the assessment literature is voluminous, this guidebook provides a practical, “how-to” approach to the process using BSC examples. Given the rich history of assessment at BSC, the guidebook is meant to pool our collective knowledge about assessment so that all faculty entering into this task receive the benefit of those who have preceded them or who have particular expertise in this area.

The guidebook outlines the basics of:

• defining a mission statement for the program;
• defining the learning outcomes for students in the program;
• evaluating the various assessment tools and selecting one or more that provide the best information with the greatest efficiency; and
• determining the implementation, including choosing samples, selecting or developing rubrics, identifying resources needed, and applying the results.

This guidebook is an evolving document. If you have comments, suggestions, examples, or experiences that will help you or your colleagues, please submit them to Academic Affairs for inclusion in the guidebook.

C. Definition of Learning-Outcomes Assessment

The definition of learning-outcomes assessment used in this guidebook is “the gathering and interpreting of information related to students’ achievement of learning objectives at various stages through their academic career and, potentially, in the workforce after graduation. Assessment is not a single action but an ongoing process that ideally involves both information-gathering and use of that information as feedback to modify and improve student learning.” (Source: College of DuPage Assessment Handbook, http://www.cod.edu/Dept/Outcomes/AssessmentBook.pdf.)

The School of Management and Aviation Science at BSC has adopted a similar definition that is conveniently concise: “A systematic process of continuous improvement to ensure through a formalized process that learning experiences are maximized to produce optimum effectiveness.” (Source: Outcomes Assessment Plan, School of Management and Aviation Science, Bridgewater State College.)

D. Assessment of Courses, Programs, and the College

It is instructive at this stage to differentiate among levels of assessment so as to clarify the focus of this guidebook on program assessment.

At the course level, assessment examines the degree to which the objectives for a specific course are evidenced in student learning. Faculty engage in course assessment by evaluating student performance on assignments, projects, and exams and then fine-tuning their approach in the course to achieve a better outcome.

At the institution level, assessment seeks to determine the degree to which broad institutional objectives are being met. For example, to what extent is BSC improving the quality of life of the college's constituencies and members of the surrounding communities, transforming the region, and preparing students to participate and lead in this global society (Diversity Task Force, 2004)? How well are we educating the residents of southeastern Massachusetts and using our intellectual, scientific, and technological resources to support and advance the economic and cultural life of the region and the state (Mission Statement)? How well does BSC succeed in educating its students to think critically, communicate effectively, and act responsibly within a context of personal and professional ethics (Mission Statement)?

Between the course and institution levels is program-level assessment, which seeks to determine the degree to which programmatic learning goals are being met. These goals flow directly from the mission of the program. For example, the mission of the Physics program at BSC is to prepare students for careers in graduate school, industry, and teaching. To accomplish this mission, students need to demonstrate certain learning outcomes: a basic knowledge of the major fields of physics; mathematical and analytical problem-solving skills; experimental skills; information handling skills; computing proficiency; communication skills; scientific method and approach; organizational skills; and personal/interpersonal skills. Assessment seeks to determine the extent to which students in the program can demonstrate these learning outcomes.

It is often the case that the objectives for individual courses include or overlap with learning outcomes for the overall program (e.g., communication skills). The distinguishing feature of program assessment is that it addresses goals that are accomplished across multiple courses in the curriculum. To continue the Physics example, a number of courses would address mathematical problem-solving skills – hence the presence of “problem-solving” on the list of program learning outcomes.

On to Chapter 2. Overview of the Assessment Process

Last Modified: June 5, 2008