Assessment Overview
To fulfill its mission the University believes that the faculty, with input from administration
and students, should have the fundamental role in creating and maintaining a systematic
assessment of student learning and related academic areas of programs and departments.
At Wichita State University all academic departments and units within the Division
of Academic Affairs are responsible for systematic assessment for their areas.
There are many reasons for assessing student learning including improvement and accountability
purposes. The environment we work in requires both.
| Assessment for Improvement | Assessment for Accountability | |
| Strategic Dimensions | ||
| -Intent | Formative (Improvement) | Summative (Judgment) |
| -Stance | Internal | External |
| -Predominant Ethos | Engagement | Compliance |
| Application Choices | ||
| -Instrumentation | Multiple/Triangulation | Standardized |
| -Nature of Evidence | Quantitative and Qualitative | Quantitative |
| -Reference Points | Over Time, Comparative, Goal Oriented | Comparative or Fixed Standard |
| -Communication of Results | Multiple Internal Channels and Media | Public Communication |
| -Uses of Results | Multiple Feedback Loops | Reporting |
Ewell PT (2009). Assessment Accountability and Improvement: Revisiting the Tension - http://learningoutcomeassessment.org/documents/PeterEwell_005.pdf. Accessed on March 28, 2011
The requirements and clarity of assessment criteria and standards significantly influence the effectiveness of student learning. Carefully designed assessment contributes directly to the way students approach their study and; therefore, contributes significantly to the quality of their learning.
This page provides links to assessment best practices, information in regard to funding assessment projects, and contact information for those requiring additional information.
Contact:
Dr. Richard Muma
Associate Vice President of Academic Affairs
richard.muma@wichita.edu
316-978-5761