- Assessment pushes instruction by stressing the importance of critical thinking, reasoning, and reflection thus creating a quality learning environment. Many techniques may be used to assess student learning outcomes. In some cases, these assessment techniques may be embedded in course assignments or activities as a measure of students' achievement of program goals as well as their attainment of the college's general education goals.
- Assessment allows CSUSB to improve academic programs and document the impact that the college experience has on student learning. At CSUSB, assessment is a catalyst for faculty to reflect upon what and how they teach.
- Assessment helps monitor students' progress and contributes to enforcing the assessment triangle, i.e., observations, interpretations of that observation, and understanding of that observation. Any breakdown can be noted by professors when reviewing their students' work. By analyzing the breakdown in cognition, professors create a solid foundation for learning. Though many professors think highly of assessments, Richard Fletcher and his team found conflicting results among students. Many students believe that assessments can be ignored in the 'teaching and learning process' (Fletcher et al.).
Sources
Fletcher, Richard, et al. 'Faculty and Students Conceptions of Assessment in Higher Education.' Higher Education 64.1 (2012): 119-133. Academic Search Premier. Web. 15 Sept. 2014
Why Assessment? - University of Connecticut
Aligning Assessments with Objectives - Carnegie Mellon University
Critical Thinking Testing and Assessment - The Critical Thinking Community