Originally, assessment in higher education meant assessing students. The broader appeal of the concept quickly claimed the attention of a multitude of constituents within the academy, each with a different goal in mind from program review to public relations. Those whose relationship to the academy was once or twice removed, such as trustees, accreditors, and legislators, saw assessment as a simple and cost effective means to report information about the effectiveness of complex organizational processes as a way to hold institutions accountable. Politics or educational philosophy aside, it is reasonable to want to know whether students are learning. And it is reasonable to want to know if institutions are performing, that is, teaching well.
Assessment operates on many, nested levels.
Assessment and accountability can complement each other to inform decisions and actions to improve the course, program, or institution depending on the level at which the assessment is being done. Assessment Management on Campus Academic leaders are looking seriously at the uses of assessment on their campuses. Colleges and universities are finding ways to measure the impact of education on students and student learning that does not shortchange the complexity of the enterprise, that improve learning, and that satisfy the needs of multiple constituents. Offices of academic affairs must take the lead in assessment efforts because faculty members directly carry out the mission of the institution. Academic leaders recognize that they can look to their own campuses for the expertise to do quality and meaningful assessment.