Purpose and Principles of Assessment: Academic Learning Outcomes Assessment Committee

Purpose and Principles of Assessment
(Statement by the Academic Learning Outcomes Assessment Committee, May 2009)

Assessment can serve many purposes. These include examining Duquesne's academic
programs and the role curriculum, pedagogy, and program structure play in student
learning. Assessment findings are useful for
 maintaining high quality programs that are consistent with the University's mission
 highlighting program and University strengths
 identifying areas for strategic change or improvement.
What we learn through assessment helps the institution determine how best to support
needed changes. Assessment enables us to evaluate the competence of graduates in
terms of both the program's goals and those of the core curriculum and University mission.
Ultimately, the purpose of assessment is to promote student learning and development.
The process of outcomes assessment is guided by the following principles:
1. Responsibility and expertise for assessment reside with the faculty in each department or
program. Faculty together determine the appropriate assessment plan, and several are
involved in implementing the plan.
2. Assessment of student learning flows from the learning goals faculty establish for each
program of study. These goals are written in terms of what students are expected to know,
be able to do, and value.
3. These learning goals and assessment pertain to all learning environments, including
classroom, distance learning, clinical, laboratory, practicum, and service-learning
experiences.
4. Assessment methods (i.e., ways of gathering information about student learning) are
realistic, manageable, and meaningful within the culture of the particular academic program,
department or school. They are informed by the standards relevant to the discipline such as
those established by national associations.
5. The usual learning activities in which students engage often provide an appropriate and
feasible source of assessment information.
6. The results of assessment are interpreted, communicated, and used constructively to
promote future program evaluation and continuous improvement.
7. Faculty regularly reflect upon and improve the assessment process itself.
8. Assessment at the course and program levels is aligned with institutional goals for student
learning.
Purpose of assessment
Assessment drives instruction
A pre-test or needs assessment informs instructors what students know and do not know at the
outset, setting the direction of a course. If done well, the information garnered will highlight the
gap between existing knowledge and a desired outcome. Accomplished instructors find out
what students already know, and use the prior knowledge as a stepping off place to develop
new understanding. The same is true for data obtained through assessment done during
instruction. By checking in with students throughout instruction, outstanding instructors
constantly revise and refine their teaching to meet the diverse needs of students.
Assessment drives learning

What and how students learn depends to a major extent on how they think they will be
assessed. Assessment practices must send the right signals to students about what to study,
how to study, and the relative time to spend on concepts and skills in a course. Accomplished
faculty communicate clearly what students need to know and be able to do, both through a
clearly articulated syllabus, and by choosing assessments carefully in order to direct student
energies. High expectations for learning result in students who rise to the occasion.
Assessment informs students of their progress

Effective assessment provides students with a sense of what they know and don’t know about a
subject. If done well, the feedback provided to students will indicate to them how to improve
their performance. Assessments must clearly match the content, the nature of thinking, and the
skills taught in a class. Through feedback from instructors, students become aware of their
strengths and challenges with respect to course learning outcomes. Assessment done well
should not be a surprise to students.
Assessment informs teaching practice

Reflection on student accomplishments offers instructors insights on the effectiveness of their
teaching strategies. By systematically gathering, analyzing, and interpreting evidence we can
determine how well student learning matches our outcomes / expectations for a lesson, unit or
course. The knowledge from feedback indicates to the instructor how to improve instruction,
where to strengthen teaching, and what areas are well understood and therefore may be cut
back in future courses.
Role of grading in assessment

Grades should be a reflection of what a student has learned as defined in the student learning
outcomes. They should be based on direct evidence of student learning as measured on tests,
papers, projects, and presentations, etc. Grades often fail to tell us clearly about “large
learning” such as critical thinking skills, problem solving abilities, communication skills (oral,
written and listening), social skills, and emotional management skills.
When student learning outcomes are not met

Accomplished faculty focus on the data coming out of the assessments they complete before,
during and at the end of a course, and determine the degree to which student learning
outcomes are or are not met. If students are off course early on, a redirecting, reteaching of a
topic, referral to student learning centers, or review sessions by the instructor may remediate
the problem. Through careful analysis it is possible to determine the challenges and
weaknesses of instruction in order to support student learning better. Some topics or concepts
are notoriously difficult, and there may be a better approach to use. Perhaps a model,
simulation, experiment, example or illustration will clarify the concept for students. Perhaps
spending a bit more time, or going over a topic in another way will make a difference. If the
problem is noticed late in the course, an instructor may plan to make any instructional changes
for the next time the course is taught, but it is helpful to make a note of the changes needed at
the time so that the realization is not lost.
Purpose of Assessment
We measure our students learning for a number of reasons:
1. Assessment for Learning (Formative)

The purpose of Formative Assessment is to provide students with feedback on how they
are going. The aim is to help students improve their performance and make their next
piece of assessed work better. It is developmental or formative in nature; hence the term
"Formative Assessment".
The feedback students receive is the key component of formative assessment. Feedback
is intended to help them identify weaknesses and build on strengths to improve the
quality of their next piece of assessment. The focus is on comments for improvement, not
marks, and the awarding of marks in formative assessment can actually be
counterproductive.
2. Assessment for Certification (Summative)

Another key purpose of assessment is to gather evidence to make a judgment about a
student's level of performance; against the specified learning objectives.
Students are usually assessed at the end of an element of learning, such as the end of a
module, mid semester or end of semester. They are awarded results typically as marks or
grades to represent a particular level of achievement (high, medium, low). This
judgmental "summative" process formally provides the evidence, to verify or "certify"
which students may progress to the next level of their studies.
3. Protect Academic Standards

Grades from cumulative assessments are used to certify that a person has the necessary
knowledge and skills (and can apply them appropriately) to be awarded a qualification.
Consequently, the quality and integrity of assessment is essential to guarantee the
credibility of qualifications and the academic reputation of the issuing Institution. There
is considerable local, national and international concern to ensure that the ways we
protect academic standards stand up to scrutiny.
4. Feedback for Teaching

The results from both formative and summative assessments can help you track how your
students are going throughout your courses. Closely looking at the results can help you
identify any patterns of difficulties or misunderstandings students might have. This in
turn allows you alter your approach to teaching and adjust your curriculum accordingly.
For example, you may identify that you need to offer more detailed explanations or
provide additional resources in a particular area.
Purpose of Assessment
1. Assessment for Learning – focuses on the desired goal. This can be achieved through
processes such as sharing criteria with learners, effective questioning and feedback.
Learners learn best when:
1. They understand clearly

2. They are given feedback
3. They are given advice
4. They are fully involved
2. Assessment as learning – reflecting on evidence of learning. Through this, learners

become more aware of what they learn, how they learn and what helps them learn.
3. Assessment of learning – involves working with the range of available evidence that
enables staff and the wider assessment community to check on students’ progress and using this
information in a number of ways. Judgement about students’ learning need to be dependable,
meaning valid and reliable.
Functions of Language Tests

1. In learning – used to measure students’ ability, to discover how much they have
been learning, to diagnose student’s strengths and weaknesses and to motivate students
in learning.
a. periodic quizzes and tests achievement
b. language proficiency
c. placement and diagnostic reasons
2. In teaching – means to ensure effective teaching, to improve teaching quality to

obtain feedback on student learning
3. In research – potentially important role in all basic and applied research related
to the nature of language proficiency, language processing, language acquisition,
language attrition and language teaching.
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Assessment and Evaluation Principles

Planning for student assessment and evaluation:
1. They should be planned, continuous activities which are derived from curriculum
objectives and consistent with the instructional and learning strategies.
2. A variety of assessment and evaluation techniques should be used.
3. Teachers should communicate assessment and evaluation strategies and plan in

advance, informing the students of the objectives and the assessment procedures relative to the
objective.
4. Assessment and evaluation should be fair and equitable.
5. Assessment and evaluation should help students.
6. Assessment and evaluation data and results should be communicated.
7. Use the data gathered during assessment as the basis for an evaluation.

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Purpose and Principles of Assessment

(Statement by the Academic Learning Outcomes Assessment Committee, May 2009)

Assessment drives learning

Assessment informs students of their progress

Assessment informs teaching practice

Role of grading in assessment

When student learning outcomes are not met

1. Assessment for Learning (Formative)

2. Assessment for Certification (Summative)

3. Protect Academic Standards

4. Feedback for Teaching

Learners learn best when:

1. They understand clearly

2. Assessment as learning – reflecting on evidence of learning. Through this, learners

Functions of Language Tests

c. placement and diagnostic reasons

2. In teaching – means to ensure effective teaching, to improve teaching quality to

Assessment and Evaluation Principles

2. A variety of assessment and evaluation techniques should be used.

3. Teachers should communicate assessment and evaluation strategies and plan in

4. Assessment and evaluation should be fair and equitable.

5. Assessment and evaluation should help students.

6. Assessment and evaluation data and results should be communicated.

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