AALHE 2018 Annual Conference

Is a new paradigm for assessment needed as recent works by Roscoe (2017) and Suskie (2017) claim? Roscoe argues that accreditation-driven assessment places too much focus on "doing assessment; his "improvement paradigm emphasizes curricula and instruction. Similar to Roscoe, Suskie felt the "assessment movement has lost its way. However, Suskie argues that the "improvement movement falls short. Suskie's new assessment paradigm includes teaching excellence, professional development focused on research-informed teaching practices, teaching-learning centers that support assessment work, evidence-informed improvement, and assessment as a natural part of the teaching learning process. We will present three perspectives on future directions for assessment and its goal of improved student learning, acknowledging and then moving beyond the assessment movement's roots in accreditation and in learner-centered education. Specifically, we will discuss incorporating into a paradigm of assessment (a) ways to intentionally engender change aimed at improving educational effectiveness, (b) professional learning communities with stated faculty competencies on assessment and instruction, and (c) a feminist pedagogy framework (inclusivity and relationships). Those interested in discussing paradigms that will result in higher student achievement are encouraged to attend.