What is Program Assessment?
Educators constantly are engaged in the practice of assessment and improvement, whether we’re aware of it or not. Every enhancement to a learning experience, inside the classroom and in the co-curriculum, is based on some explicit or implicit evaluation of the learning occurring (or not occurring) therein.
Assessment is the process of evaluating the degree to which our students know and can do the things we expect them to do, and then making conscious, evidence-based enhancements to our programs and practices.
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Thus, the four main purposes of program assessment are:
- To improve. The assessment process should cultivate recommendations for ways the faculty can enhance the program.
- To inform. The assessment process should inform faculty and other stakeholders of the program’s impact and influence.
- To prove. The assessment process should demonstrate to students, faculty, staff, and external observers the program’s strengths and opportunities for improvement.
- To support. The assessment process should provide support for campus decision-making activities such as program review and strategic planning, as well as external accountability (e.g., accreditation).
- STEM (LINK, LINK)
- Studio and performing arts (LINK)
- Humanities (LINK, LINK)
- Social sciences and interpretive social sciences (LINK, LINK)
- Mentorship and advising (
LINK, LINK) - Student affairs and student development (LINK, LINK)
- Libraries (LINK, LINK)
- Talman, K., Vierula, J., Kanerva, A.-M., Virkki, O., Koivisto, J.-M., & Haavisto, E. (2021). Instruments for assessing reasoning skills in higher education: a scoping review. Assessment & Evaluation in Higher Education, 46(3), 376–392. (LINK))
- Gilchrist, D., & Oakleaf, M. (2012, April). An essential partner: The librarian’s role in student learning assessment. (Occasional Paper No. 14). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). (LINK)