Students also act as assessors when they evaluate their own work or that of their peers. Evaluating group-work experiences is another example in which students act as assessors. Students can assist with the implementation of assessment projects. For example, students can take notes in focus groups or help conduct telephone surveys of other students. Upper division students can act as coaches to entering students who are participating in performance assessment or portfolio projects.
Students can help interpret assessment results.
In focus, discussion, or advisory groups, students can be asked to think about what survey results mean or why test results are not what we expected. Students who participate in focus groups like the one that evaluated the MAP report are actually helping to assess an assessment instrument. Faculty who conduct portfolio projects often ask students to comment on the usefulness of the experience. Students can also evaluate the assessment process as a whole commenting on its organization and usefulness. But, because it is so important, we should look for more opportunities to treat students as partners in the assessment process.