ABSTRACT
Assessment in higher education can occur at multiple levels, and the defined purpose of the assessment activity will also drive relevant aspects of reports. Reports of analytical analyses may be more technical in nature, depending on the complexity of statistical analyses. Reporting results clearly to the intended users of data matters. Report 'language' is an important element that must be addressed in report development. This chapter provides an overview of what is involved in assessment-reporting strategies and methods in higher education, but in a practical, hands-on sense. Moving to a broader view of assessment and reporting, as Volkwein describes, assessment activities involving surveys, rubrics, and quantitative data at the institutional level focus typically on accountability, efficiency, and effectiveness. 'Assessment' should be understood not only as traditional evaluations of student learning, but also the surveys, rubrics, and other data-collection methods that institutions use for myriad evaluative purposes.
