All committee members are dedicated to the idea of sharing feedback from MAP with students. Recently, Sherry and Amanda Knerr, an assessment intern from BSU's graduate program in student affairs administration, conducted a focus group with students to get their reactions and suggestions about the MAP student report. Another felt the report should caution students about spending so much time playing on the computer. The students indicated they liked seeing the comparative information that the report provided about the entire class. The focus group example above illustrates the second point I want to make in my remarks.
Students can contribute to the assessment process in a wide variety of ways.
Many campuses include institution-wide assessment committees, assessment project committees, or advisory committees for freshman learning committees. To evaluate learning goals or determine performance on indicators, students can help design assessment instruments such as tests, portfolios, or surveys. For example, focus groups provide a useful way for students to comment about and make suggestions for improvement in their learning experiences. At Ball State, freshmen have participated in focus groups that addressed how well general education courses were helping students meet the learning goals of the program. Students also act as assessors when they evaluate their own work or that of their peers.