How campuses use assessment evidence to improve student learning

What is it about?

Editor’s closing comments for the issue, "Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum," of New Directions for Teaching and Learning. Chapter authors described the structures and processes they implemented to facilitate faculty use of assessment evidence and encourage faculty to engage in efforts to improve student learning. Their work reflects the qualities required to promote broad faculty engagement and meaningful conversations about student learning.

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Why is it important?

Institutions have made substantial progress to develop ongoing, sustainable assessment processes. However, concerns persist about the degree to which institutions use assessment evidence to inform decisions about teaching, curriculum, and student learning. This issue of New Directions for Teaching and Learning presents descriptions of campus models for facilitating conversations among faculty about the quality of assessment processes and the use of findings to improve teaching, learning, and curriculum.