Example of Good Assessment Practice: Augustana College
Provezis, S. (2011, July). Augustana College: An Assessment Review Committee's Role in Engaging Faculty (NILOA Examples of Good Assessment Practice). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
"Many faculty have a real nuanced sense of the holistic nature of learning, so that things are not just thought of in terms of what is going on in the classroom and then everywhere else, but instead there is an understanding that these connect, and in the College, we need to accentuate those connections to think about the entire student experience.”
-- Director of Institutional Research and Assessment
An Assessment Review Committee’s
Role in Engaging Faculty
Over the last six years, Augustana has been active in the area of assessing student learning and has become a leader in gaining faculty involvement. This involvement is due in part to the institutional type—which focuses on teaching and learning, the dynamic role of the Assessment Review Committee, and the communication strategies. This has allowed them to make several improvements on campus based on their assessment activities.
Link to the full report here.
Lessons from Augustana College
1. Create a group of campus assessment experts, through an assessment committee that is made up of faculty from throughout the campus as well as top administrators. Allow this group to monitor the program reviews but also to become the campus experts on assessment.
2. Openly share assessment information with faculty at faculty retreats and with all stakeholders through an on-line, easily accessible website. By doing so, an institution will foster using the data, since multiple people need to be involved to discuss what the data mean for the institution.
3. Remember that some assessment is better than none at all. No need to create large projects, but instead create smaller manageable assessment projects. These projects will allow for the campus to see the fruits of its labor sooner, and, hopefully, will encourage larger scaled projects. In other words, institutions can create some good assessment projects, rather than wait and plan for perfect ones that will likely not happen.
4. Programs can learn from each other, so that evidence from one program might be a starting point for another program or a place to create an initiative for the entire institution.