ABSTRACT
Assessment: It is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Depending on age, departmental structure, state in which one resides, or personal belief, a faculty member's view toward the topic of assessment varies dramatically. Opinions abound. They run a continuum from “assessment is important” to “our very existence” to “it's a complete waste of time” (Barrington, 2003). But, whatever your position, it has been rendered essentially irrelevant. Faculty no longer have a choice about whether to do assessment. The regional accrediting associations now demand direct assessment of student performance. Moore (1992) said direct assessment techniques should provide the department with evidence that student learning, in the form of student outcomes, has really taken place. Outcomes may include the following: knowledge, understanding, application, thinking skills, general skills, attitudes, interests, appreciation. Assessment asks the following:
What should graduates of a specific program know, be able to do, and value?
Have these graduates acquired this learning?
How can student learning be improved?
