ASKING THE RIGHT QUESTIONS

ASSESSMENT seeks to answer basic questions regarding learning such as:

• Which students learn?
• What do students learn?
• How well do students learn?
• When do students learn?
• Where do students learn?
• What do students do with their learning?
• What do students say about their learning experiences?
• How is student learning documented?
• How is evidence of student learning used to inform programs and faculty?

More complicated questions.

Given the diversity of students in higher education, including their experiences and learning histories, which students benefit from which teaching strategies, educational experiences or educational processes used in our courses and programs?

When does a student studying to become a surgical technician begin to think and act like a technician?

What evidence is there that our innovative techniques/technology results in desired student learning and development?

What evidence would document students' progress or growth regarding:

• program/course objectives?
• cocurricular involvement?
• levels of professionalism in their field?
• collaborating with other professionals?
• ongoing professional development?

What documentation exists regarding students' affective outcomes?

What opportunities do students have for providing feedback to inform curriculum and program planning?

How do educational experiences outside the classroom complement and contribute to expected learning outcomes?

How do students make connections between what they learn in the classroom and what they learn or experience outside the classroom?

*adapted from Maki, Peggy, 2002. "Moving From Paperwork to Pedagogy", May 2002 AAHE Bulletin