IMPROVEMENT

• Engage faculty and staff in self-reflection on learning goals and instructional and service delivery
• Determine degree to which goals correspond to student and societal needs
• Evaluate degree to which students’ activities, products, or performances coincide with expectations set in learning goals
• Inform students about the knowledge, skills, and other attributes they can expect to possess after successfully completing an academic program or co-curricular activity
• Help academic and student support units understand the dimensions of student learning when seeking to improve student achievement and the educational process

ACCOUNTABILITY

• Students
• Parents
• Public
• Institutional and program accreditation agencies
• State legislators
• Other stakeholders

ACCREDITATION

• Institutional (AQIP, HLC)
• Program (NASM, AACSB, NCATE, etc)

HOW DO WE DEFINE THE PROCESS OF ACADEMIC ASSESSMENT?

• Clarify learning needs of students
• Determine and make public academic goals and expectations for student learning
• Implement instruction and co-curricular activities
• Gather, analyze, and interpret evidence to determine the degree to which student learning outcomes meet these expectations
• Agree on ways to use this evidence to improve student learning