Issue link: https://www.e-digitaleditions.com/i/59976
Once schools have begun to measure student learning, they should start using the data they collect. Outcomes assessment is simply not worth doing unless it is used to enhance the student learning experience. Learning About Assessment A number of organizations offer semi- nars and conferences that either focus exclusively on assessment or include assessment as one of their main topics. For more information, visit the Web sites of these organizations: AACSB International Assessment seminars offered at regular intervals and various sites worldwide, including: s November 16–17 s January 1–2 s May 1–2 Tampa, Florida s March 1–2 New Orleans, Louisiana s May 17–18 Singapore www.aacsb.edu/conferences/ The Assessment Institute in Indianapolis National Conference s October 23–25 University Conference Center and Hotel Indianapolis, Indiana www.planning.iupui.edu/ conferences/conferences.html Middle States Association of Colleges and Schools Annual Conference s December 4–6 Baltimore Marriott Waterfront Hotel Baltimore, Maryland www.msache.org North Central Association Commission on Accreditation and School Improvement Annual Meeting s April 2–5, 2006 Downtown Chicago Marriott Chicago, Illinois www.ncacasi.org don't know all the fundamentals of building a reliable, valid exam or questionnaire or how to interpret its results. It's therefore important that universities provide faculty development experiences to make sure faculty are comfort- able performing assessments of student learning. Many already do: Today's campuses often include departments var- iously called "teaching centers" or "faculty development offices," and these usually house experts in assessment who are willing to share their knowledge. If there is no faculty development office, a professor in the psychology or educa- tion departmentmay be willing to hold a workshop to discuss how to develop valid tests. In addition, some organizations offer conferences and workshops on the topic of assessment. Administrators might consider sending a team of faculty to such conferences, and then encourage thosewho attended to share their newly devel- oped knowledge with colleagues.Gradually, everyone on cam- pus will become more comfortable with assessment tools. The Good News Assessmentmay be easier for the next generation of professors. Many of today's graduate students take courses in pedagogy and measurement, and they have more opportunities to teach with supervision by a faculty mentor. As a generation of facul- ty leaves and is replaced by colleagues who have had more experience in teaching and assessment, attitudes will change. Even as senior professors becomemore familiar with assess- 38 BizEd SEPTEMBER/OCTOBER 2005 ment, much of their fear is dissipating. I believe more faculty are pursuing assessmentwith energy and purpose because they understand the process and have seen its benefits. That's good news, because there is now more talk of assessment than ever before. All of themajor accrediting bod- ies—fromAACSB International to the regional agencies such as North Central Association, Middle States Association of Colleges and Schools, and New England Association of Colleges and Schools—are requiring their colleges to do some form of learning assessment. In several states, assess- ment is required in new higher education laws and policies. Assessment is here to stay. Faculty and administrators should take the time to learn about assessment so that they can implement it in sensible ways. In many cases, it will be up to individual school admin- istrations to put themechanics in place to help faculty succeed at assessment. Once schools have begun to measure student learning, they should start using the data they collect. Outcomes assessment is simply not worth doing unless it is used to enhance the student learning experience—by improv- ing instruction in a single class, the structure or sequencing of a curriculum, or the process of offering student services that complement coursework.s z Trudy W. Banta is professor of higher education and vice chancellor for planning and institutional improvement at Indiana University-Purdue University Indianapolis.