ABSTRACT
This chapter focuses on indirect assessments as they are used in higher education. Indirect assessments in higher education gather evidence about learning rather than attempting to measure learning directly. Indirect assessments can be made by asking for information from students about their experiences and attitudes or from the perceptions of those who work with students, such as faculty, staff, parents, and administrators. Indirect methods of assessment provide information about students’ perceptions of their performance and their academic environment, as well as how they feel their institution contributes to their learning. The chapter discusses closed-ended questioning, open-ended questioning, and archival records. Closed-ended questions generally contain questions, items, and a predetermined set of responses from which a respondent chooses. Open-ended questions often ask respondents to create longer and more thoughtful replies. Archival records are academic records and official documentation that accumulate over time.
