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Why do assessment?


Conducting assessment and writing assessment reports can seem like what our students sometimes refer to as "busywork" that for someone else and takes away from our real purposes of scholarship, teaching, and service.  


Is there more to assessment?  The answer below comes from the posting "What's In a Name?", from the blog Delicious Ambiguity, written by Mark Salisbury at Augustana College (



In my mind, the act of educating is deeply satisfying precisely because of its unpredictability. Knowing that we can make a profound difference in a young person’s life – a difference that will ripple forward and touch the lives of many more long after a student graduates – has driven many of us to extraordinary effort and sacrifice even as the ultimate outcome remains admittedly unknown. What’s more, we look forward to that moment when our perseverance suddenly sparks a flicker of unexpected light that we know increases the likelihood – no matter how small – that this person will blossom into the lifelong student we believe they can be.

The purpose of collecting educational data should be to propel us – the teacher and the student – through this unpredictability, to help us navigate the uncertainty that comes with a process that is so utterly dependent upon the perpetually reconstituted synergy between teacher and student. The primary role of institutional research and assessment is to help us figure out the very best ways to cultivate – and in just the right ways – manipulate this process.

The evidence of our success isn’t a result at the end of this process. The evidence of our success is the process. And pooling our collective expertise, if we focus on cultivating the quality, depth, and inclusiveness of that process, it isn’t outlandish at all to believe that our efforts can put our students on a path that someday just might change the world.

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