Beyond the “A” Word
The “A” word, Assessment. We hear it all the time, one of the staples of higher education, in varying contexts – teaching, research, institutional effectiveness, and student success. Some of us may cringe at the sound, or become anxious or even fearful, or like me, become excited eagerly awaiting to see the data, to understand and interpret the numbers. Despite the love of learning all faculty possess, not all faculty share that same love for assessment.
In the hallways of academia, assessment often becomes a topic of whispered conversations. While its significance is undeniable, the feelings it evokes vary widely. For some, it is a necessary evil, a looming shadow that brings with it the weight of evaluation and judgment. For others, it is a tool, a compass that guides the direction of teaching and research, offering insights and revelations.
Yet, as the landscape of higher education evolves, so does the nature of assessment. The integration of generative artificial intelligence, though not the central player in this narrative, is reshaping the way we approach teaching and, by extension, assessment. AI offers a glimpse into a future where data-driven insights can enhance our understanding of student learning. But it is essential to approach this with a balanced perspective, recognizing the value of human intuition and judgment.
The upcoming Middle States evaluation looms large in this context. It is not just another assessment; it is a moment of collective reflection. This evaluation places an emphasis on assessing all that we do, from how we make decisions to how we allocate resources, all in the pursuit of continuous improvement. Instead of being a source of anxiety, it should be seen as an opportunity—a chance to align our practices with the evolving demands of higher education. The Middle States evaluation challenges us to rise above our individual feelings about assessment and come together as a community. It is a call to embrace change, to innovate, and to ensure that our methods, whether traditional or aided by AI, truly measure learning and success.
In revisiting my initial sentiments about assessment, our feelings towards it are as diverse as the academic community itself. Yet, amidst the varying emotions, lies an undeniable truth: assessment, in all its forms, reflects our commitment to excellence in higher education. As we approach the middle states evaluation, let us choose to see it as a mirror, reflecting not just our practices, but our passion, dedication, and unwavering commitment to student success. While not all may share the same enthusiasm for the “A” word, we can collectively recognize its value. It is an opportunity to celebrate our achievements, address our challenges, and look to the future with optimism. In the heart of every educator lies not just a love for learning but a desire to make that learning meaningful. And in that spirit, assessment becomes not a task, but a testament to our shared mission.
Sincerely,
Jessica
