Assessment is fundamentally about understanding and improving student learning. As learning takes place in many places and at many levels so does assessment. The Assessment section of the TLA webpage provides a brief overview of assessment at DePaul University and offers information and resources to support faculty conducting assessments in their courses, for department and program committees charged with assessment of student learning in their areas, and for administrators who coordinate assessment across their college or school.
Assessment is done first and foremost to improve student learning. The process involves:
The Office for Teaching, Learning, and Assessment with its Faculty Advisory Board developed a formal academic assessment process designed to:
The assessment process incorporated input from faculty, deans, and university administrators and was approved by Faculty Council in 2001.
For information on assessment in the Division of Student Affairs, please visit their web site.
Where is your unit in developing a culture of assessment?
|Denial||It’s a fad. If I ignore it, it will go away.|
|Acceptance||OK. I guess we have to do it.|
|Resistance||I feel threatened. My department feels threatened. My campus feels threatened. Can I subvert it by not participating in the process or in some other way?|
|Understanding||Maybe we can learn something useful. Can we use what we’ve already been doing?|
|Campaign||We have a plan. Maybe it’s not perfect, but let’s get moving!|
|Collaboration||We have a plan with long-range objectives that are clearly defined, and based on our experiences with assessment, we believe it works.|
|Institutionalization. At this step, your unit has developed a “culture of assessment!”||We can’t imagine working without assessment. It’s a permanent part of our institutional culture.|
*adapted from Allen, M. J. (2004). Assessing academic programs in higher education, p.7. Anker Publishing Company: Bolton, MA.