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Implement co‐curricular assessments to gauge, boost student success
Author(s) -
Jurkowski Odin
Publication year - 2020
Publication title -
dean and provost
Language(s) - English
Resource type - Journals
eISSN - 1943-7587
pISSN - 1527-6562
DOI - 10.1002/dap.30777
Subject(s) - formative assessment , summative assessment , accreditation , medical education , curriculum , institution , engineering management , engineering , public relations , pedagogy , political science , psychology , medicine , law
Everyone in academe understands the importance of assessment for continuous improvement. Faculty are especially well versed in developing and implementing formative and summative assessments for their individual courses as well as collaboratively for an entire degree program. The data from these assessments can then be utilized for improvement of courses, programs, colleges, and the entire institution. However, offices outside of academic programs, such as Career Services or the Registrar's Office, for example, have not typically had the same focus nor accreditation requirements. While staff in these offices may nonetheless still have been collecting data, it usually is not as structured as the assessment for academic programs, nor do they typically consider the same connection to student learning or outcomes. But with a recent push from regional accrediting bodies, this is changing.