ABSTRACT
Assessment in higher education has, for many institutions, become routine. This chapter looks deeply at “good practice,” a term we prefer to best practice as it both recognizes the unique ways that institutions are resourced to provide evidence of student learning and allows for new practices, or in the case of our argument—old practices, to be included as worth exploring. Before Institutional Research and Assessment was formed in 2018, Howard University had an Office of Institutional Assessment and Evaluation that largely operated as a support for assessment activities on campus. The peer-review process is a tool used by many institutions. Faculty volunteer to review a certain number of academic assessment reports against a rubric.
