Student Learning Assessment
Assessing Student Learning
Provost's Statement on Assessment, April 2013
Centrally, our task [as scholars and educators] is to help our students explore the world critically and cogently, which involves constantly revaluing assumptions and hypotheses by sifting ever-evolving evidence and producing a continuously revised account of one’s understanding. That is precisely what we’re asking departments and professors to do when developing, applying, and recalibrating assessment criteria for student learning in their courses and shared curricula. This process of assessment not only fulfills an essential responsibility of all educators—to give an intelligible and persuasive account of one’s work—but even more importantly provides a flexible, generative vehicle for that work’s effective evolution.
Effective assessment involves students when possible; is aligned with faculty’s essential educational mission; is easy to revise and manage; is flexible enough to inflect distinctive pedagogies but intelligible enough to contribute to the common enterprise; is fitting, not faddish; is generative of better education than that which it’s measuring; and is rewarding and uplifting to all its participants.
—Kimberly W. Benston, Interim Provost
Haverford Faculty - Recent Assessment Experiences
The Tri-College Teagle Project, launched in the Fall of 2009 and funded by a grant from the Teagle Foundation, has served as an important catalyst for the development of meaningful and useful student learning assessment. In this short film, the 2012-2013 faculty participants discuss their department’s assessment processes and projects: