Benefits of Sharing and Discussing Results

Results can be used to inform teaching. When faculty understand the deficiencies that exist, teaching methods can be adjusted to account for those shortfalls. With summative assessment, improvements can be planned for the next cycle. In the case of formative assessment, improvements can be made immediately.

Using results can lead to enhanced collaboration. Discussions about results should include conversations about pedagogy, successes, and challenges. As these topics are discussed, synergetic solutions can be developed to address and unattained outcomes or unmet achievement targets.

When faculty participate in regular review of assessment results, they are more knowledgeable regarding the degree to which students are achieving learning outcomes in the program or course. Such knowledge becomes useful in conversations with supervisors and deans and on performance evaluations when some related conversation is required, or in similar conversations with academic leaders, community business partners, or other stakeholders.

Faculty who are well acquainted with details about student learning are further positioned to stay ahead of legislation. When lawmakers begin to discuss changes to impose on educators, faculty and staff can speak to issues of curriculum with the facts about learning at their college.

Table 18 provides examples of questions to ask during a collective review of assessment results.

Table 18. Closing the Loop on the Teaching, Learning, and Assessment Cycle

Ask questions about administration and application of any common assessments.

1. Did we all administer the assessment the same way?
2. What is the best way to use this assessment? (Should it be homework? A quiz/test? An in-class assignment? How much should it count toward the course grade?)
3. Were there any changes to how the assessment was implemented this year that may have influenced results?

Ask questions about the results for each outcome.

1. Are we satisfied with student performance? Why or why not?
2. Comparing the data to last year, what can we glean from the results?
3. How do the results help or hinder our conclusions about student learning?
4. Do the results mirror student performance on other assignments in the course?
5. How does the assessment help us measure the outcome?
1. How reliable is our data?
2. Do we believe students are performing as well as our results might suggest?
3. How does this assessment reflect our expectations of students going forward?
4. Did we set a reasonable benchmark? Should it be changed?

Ask questions about the outcomes.

1. Do the existing outcomes adequately reflect the knowledge, skills, and abilities expected of students by the time they complete the course?
2. Are the outcomes still relevant to the discipline or industry?
3. Should any of the outcomes be revised based on related and emerging trends, technology, or issues?

Ask questions about communication with part-time faculty and instructors.

1. How, if at all, can we ensure better consistency among part-time faculty as it relates to outcomes, mapping, and assessment?
2. What, if anything, can we do differently to communicate assessment requirements to our part-time faculty?
3. What was done this cycle to encourage part-time faculty to participate?
4. What can we do as faculty to support our part-time faculty in assessment-related practices?

Ask questions about how to implement change in the next cycle.

1. What assessment changes (if any) are necessary? Revisions might include additional questions or new questions that require higher-order thinking skills, rubric alignment, or even a more rigorous evaluation.
2. What process changes (if any) are necessary? Revisions might include a new schedule for when the assessment is administered, or a new amount of credit students earn.
3. What changes (if any) are needed in professional practice? This might include increased collaboration with colleagues to ensure consistent delivery or scoring of student work.
4. What instructional changes (if any) are necessary? Revisions might be needed in project, presentations, handouts, group activities, content sequence, or homework requirements.