ABSTRACT
Outcomes-based assessment suffers from problems with measurement in general. Starting with what faculty know about learning provides a strong foundation for our outcomes-based assessment. Outcomes-based assessment will not make this list of teaching practices happen but it will support them. The bottom line is that most faculty members believe their mission is to help students learn, and that’s the starting point. The demands from accreditation agencies and others make way for a public inquiry about learning. It is important to recognize that assessment and the consequent improvement in teaching and learning must remain in the hands of faculty instructors rather than administrators or outside testing agencies. Credit-based system was satisfactory for many years, but the multitude of changes in higher education has raised questions and challenges about the system.
