ABSTRACT
Likewise, most assessment models rely primarily on hierarchies of learning goals, objectives, and outcomes along with analyses that divide student growth into learning and development or cognition and affect. It is somewhat ironic that scientific studies of the brain have discovered that these types of dissections are inconsistent with brain functioning. Some of this can be “measured,” but other parts cannot be measured because of our limited ability to do so. Indeed, bridging the assessment gap between divisions, within divisions, and even within a single department or program is an important step in facilitating progress toward holistic assessment. The reality is that a holistic perspective of assessment involves collecting data about learning and mutual engagement as well as about involvement. To work smarter, educators need holistic data addressing how students learn, how they seek involvement, and how they engage with faculty and staff so that they can use this information to inform changes in their professional development plans.
