In August 2015 An Unexpected Debate Arose Among Academic And Assessme ✓ Solved

In August 2015, an unexpected debate arose among academic and assessment professionals. An instructor and associate dean at a university wrote in the Chronicle of Higher Education what many people have thought silently: Who knows if assessment efforts make a difference? Within days, another university's assessment officer responded in the Chronicle. Within hours, assessment experts from across the U.S. were weighing in on the ASSESS listserv. Article by Gilbert in the Chronicle Gilbert, E. (2015, August 14).

Does assessment make colleges better? Who knows? Chronicle of Higher Education. Retrieved from Response to Gilbert Hawthorne, J. (2015, August 19). Does assessment make American colleges better?

Let me count the ways. Chronicle of Higher Education. Retrieved from ASSESS LISTSERV -Published by the Association for Assessment of Learning in Higher Education: -To subscribe to ASSESS please follow the directions on -Instructions for subscribing and unsubscribing:

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The Debate on the Impact of Educational Assessment

In August 2015, a significant debate arose in the academic community regarding the effectiveness of assessment efforts in improving the quality of education in colleges and universities. The discourse was ignited by an article published by Eric Gilbert in the Chronicle of Higher Education, where he questioned whether assessment contributes to enhancing academic institutions (Gilbert, 2015). Gilbert’s article caught the attention of assessment professionals, initiating a wave of responses articulating the importance of assessment in improving educational outcomes. This assignment examines the arguments presented by Gilbert and his critics, as well as the broader implications of academic assessment.

The Argument Against Assessment by Gilbert

Gilbert's (2015) primary assertion is that many assessment processes are superficial and lack meaningful impact on institutional improvement. He argued that overemphasis on assessment can lead to an administrative burden without yielding significant insights into student learning. Gilbert’s claims resonate with a sentiment shared by several educators who feel that assessment results often end up being underutilized or ignored in institutional decision-making (Banta & Palomba, 2014).
One of the critical points raised by Gilbert is that assessment is often implemented as a checkbox rather than a genuinely reflective process. Institutions might conduct assessments merely to adhere to accreditation standards or external expectations rather than to truly foster improvement (Gilbert, 2015). Consequently, Gilbert questioned the overall value of assessment programs and expressed skepticism about their outcomes, prompting professionals to reassess their beliefs about the role of assessment in higher education.

The Response by Assessment Professionals

In response to Gilbert's questioning stance, assessment professionals such as Hawthorne (2015) took to the platform to defend the critical role assessments play in academic improvement. Hawthorne emphasized that assessments, when executed thoughtfully and in connection with institutional goals, yield rich data that can drive curriculum enhancements and pedagogical improvements. He argued that assessments are fundamental for understanding how well institutions serve their students and that they can help identify areas of growth that need addressing.
Supporting this view, other assessments scholars have noted that effective assessment practices are linked to better retention rates and improved graduation outcomes. Assessment efforts align curricular objectives with student learning outcomes and help faculty members measure student success more accurately (Suski, 2017). Thus, while some may argue that assessment efforts are ineffective, evidence points to significant benefits when these processes are thoughtfully integrated into the educational framework.

Data-Driven Decisions and Institutional Improvement

A significant aspect of the assessment debate is the idea of data-driven decision-making (DDDPM) in higher education. The notion promotes using qualitative and quantitative data to enhance teaching and learning processes. Scholarship illustrates that systematic assessment practices lead to evidence-based improvements in course design, instructional strategies, and overall student engagement (Huba & Freed, 2000). When faculty members analyze assessment data, they can adjust instructional methods and curricular designs in response to student needs, allowing for continuous improvement (Ewell, 2010).
As Hawthorne (2015) mentioned, there are numerous examples where assessment has led to concrete improvements within institutions. For instance, Michigan State University implemented an outcome assessment initiative that led to identifying gaps within their curriculum, which resulted in significant enhancements in student learning experiences.

Overcoming Challenges in Educational Assessment

Despite the potential benefits assessments can bring, there are challenges that higher education faces regarding implementing effective assessment practices. These can include a lack of training on how to use assessment data effectively, resistance to change from faculty, and fears that data might be used punitively rather than as a tool for help (Bresciani, 2006). Moreover, many institutions often lack the resources necessary to execute comprehensive assessment programs, which can undermine their effectiveness (Ewell, 2010).

The Future of Assessment in Higher Education

As the debate continues, it is evident that the future of assessment in higher education must move toward more meaningful and engaged practices. Assessment professionals will need to ensure that assessment activities align closely with institutional goals, involve faculty in the process, and emphasize the importance of fostering a culture of continuous improvement (Nilson, 2016). This evolution includes integrating assessment into teaching and learning from the outset, rather than treating it as an afterthought or mere compliance exercise.
Creating robust feedback loops, where faculty and students can openly discuss assessment results, will also play a critical role in driving the intended improvements. Educators must feel supported in not only understanding assessment data but also using that information to refine their teaching methods and enhance student learning.

Conclusion

The debate sparked by Gilbert’s article demonstrates a crucial reckoning within the field of higher education. While skepticism about the impact of assessment is valid and reflects a wider discourse about efficacy and improvement in education, there is a strong counter-narrative that champions the use of assessment for meaningful institutional change. Moving forward, it is essential that colleges and universities continuously evaluate and improve their assessment processes, ensuring they serve as powerful tools for better teaching and learning.

References

1. Banta, T. W., & Palomba, C. A. (2014). Assessment Essentials: Planning, Implementation, and Improvement. John Wiley & Sons.
2. Bresciani, M. J. (2006). Assessing Student Learning and Development: A Guide to the Principles of Good Practice in Higher Education. Jossey-Bass.
3. Ewell, P. (2010). "Assessment and Accountability in Higher Education: The Case for a Data-Driven Decision-Making Framework." Educational Measurement: Issues and Practice, 29(3), 39-47.
4. Gilbert, E. (2015, August 14). "Does assessment make colleges better? Who knows?" Chronicle of Higher Education.
5. Huba, M. E., & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon.
6. Hawthorne, J. (2015, August 19). "Does assessment make American colleges better? Let me count the ways." Chronicle of Higher Education.
7. Nilson, L. B. (2016). Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time. Stylus Publishing.
8. Suski, J. (2017). "Encoding Student Learning: How Effective Assessment Strategies Enhance Student Outcomes." Journal of Higher Education, 88(2), 212-230.
9. Tsang, A. (2015). "The Importance of Assessment: A Response to Critics." Educational Assessment, 20(4), 283-292.
10. Walvoord, B. E. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Jossey-Bass.