ABSTRACT
For institutions that focus on delivering a learning-centered education, institutional research and self-study will focus on student learning. One of the biggest benefits of faculty engagement in the collaborative assessment of student work is that it can lead to common understanding of exactly what an institution’s learning outcomes, criteria, and standards mean among those who participate. The process of collaborative review of student work should be a constructivist one in which faculty draw on their own experience and expertise to make meaning of the work being studied. Assessment of student work is typically a solitary endeavor, probably owing to both expedience and fear. This chapter provides anecdotes from the author's own personal experiences and those of the author's colleagues, and examples from the literature.
