Glossary of Assessment Terms
Below is a glossary of key assessment terms commonly used at Lindenwood.
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assessmentthe process of measuring or determining whether an intended outcome or objective has been achieved.
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assessment, formativeongoing assessment undertaken by instructor to monitor student progress toward learning objectives; identifies areas of student weakness, allowing the instructor to modify their instruction as needed as the course proceeds.
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assessment, qualitativeassessment that cannot be expressed numerically but rather relies on interpretative criteria; assessment that is difficult to benchmark or measure and is open to a great degree of subjective judgment, but which allows for greater scope and nuance.
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assessment, quantitativeassessment that can be expressed numerically; assessment that allows for easy benchmarking and measurement but which necessarily places limits on the nature and scope of the data collected.
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assessment, summativefinal assessment (usually taking the form of a high-stakes graded assignment or test) undertaken to measure student achievement relative to learning objectives; may be used to identify areas of student weakness, allowing the instructor to modify their instruction in future courses. See also "evaluation."
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benchmarka particular level of learning outcome achievement (expressed as a number in quantitative assessment) used, either as a baseline or as a goal, for measuring performance.
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closing the loopusing the results of the assessment process to recommend and implement institutional, program, or classroom changes that will improve student learning.
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evaluationusually used synonymously with "grading"; a summative assessment of student achievement of learning objectives. See also "summative assessment."
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measurean instrument or procedure for gathering quantifiable data with regard to student achievement of learning outcomes. See also "measure, direct" and "measure, indirect."
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measure, directmeasure that requires students to demonstrate their achievement of the knowledge, skill, or attitude outcomes being assessed (such as a test, paper, or assignment).
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measure, indirectmeasure that requires students to judge their own achievement of the knowledge, skill, or attitude outcomes being assessed (such as a survey).
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outcome, program intendeda student learning outcome specific to a particular department or program.
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outcome, student learningdemonstrable achieved results of student learning; may focus on knowledge, skills, behaviors, or attitudes/values.
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rubrica scoring tool that provides criteria by which the level of student achievement in various components of an assignment will be evaluated.
Why is assessment important?
Program and institutional assessment are important for the same reason that faculty and staff perform classroom and office assessment on an everyday basis: it provides us with information we can use to improve student learning and our performance as instructors and staff. And it is important to bear that fact in mind: we all already perform assessment constantly on a small scale. When we talk about program or institutional assessment, we are merely widening the scope of our assessment practices to find ways of improving student learning at the level of programs or of the entire university. Yes, our accrediting body (the Higher Learning Commission) requires us to do assessment, but our first obligation is to ourselves and our institution. By consistently practicing program and institutional assessment and recording our efforts, any accreditation expectations will take care of themselves. Our focus should always be on what will best serve our students at Lindenwood.
Why aren't grades sufficient for assessment?
This is a very common question about assessment. To answer it briefly, grades are a form of assessment, but they vary too much across courses, sections, and instructors to be a very reliable indicator of student achievement. Also, grades reflect, foremost, student achievement of specific course objectives, and course objectives are rarely a perfect reflection of program objectives, let alone institutional objectives. Other methods of assessment are therefore necessary to provide greater clarity about whether students are achieving these objectives, and to what degree.
Why is it important for faculty to participate in assessment?
Put simply, assessment cannot take place without widespread faculty involvement. The last step in any assessment process--the step that gives the whole process meaning--is the implementation of changes in the classroom to improve student learning, which only faculty can do. But the entire assessment process also benefits from faculty involvement. Back in the 1980s and 90s, assessment was often driven by administrators or by forces external to the academy. Unsurprisingly, under those circumstances faculty tended to resent assessment as an artificial imposition on their work. Contemporary assessment best practices emphasize the need for assessment to grow organically out of the work that faculty already do, and for assessment goals and practices to be developed and owned by the faculty themselves. Done well, assessment continues in a larger forum the work faculty already do to assess learning in the classroom.
Why is it important for staff to participate in assessment?
While faculty contact with students occurs primarily in the classroom, staff can help provide a more holistic sense of student learning and development due to the variety of positions of support and oversight they occupy. Staff who do not interact with students still contribute to assessment by seeking to improve the functionality and efficiency of the university.
What kinds of survey data are available to aid in assessment at Lindenwood, and where can I find them?
Lindenwood conducts a number of surveys of students and alumni, including the National Survey of Student Engagement (NSSE), the Student Satisfaction Survey (SSI), and the First Destination Survey. Details about the kinds of data collected by each of these surveys (and how to access that data) are available on the Institutional Surveys, Data, and Reports page of this website.
Is assessment important to Lindenwood's accreditation?
Yes, but no more so than many other important functions that academic institutions must perform well. Improving assessment at Lindenwood is, first and foremost, about improving Lindenwood for students and ourselves. For further information on assessment and Lindenwood's accrediting body, the Higher Learning Commission, visit the Accreditation page.