Principles Of Good Practice For Assessing Student Learning

Bresciani (2011) believes, it is critical for student affairs professions to be engaged “in designing and assessing student learning on their campuses” (p. 1). During her research, she found similarities among books and manuscripts that reflected the same characteristics or strategies found in a document called the Nine principles of Good Practice for Assessing Student Learning. Armed with these nine concepts, new student affairs professionals have the skills to implement assessment within their organization. The first concept describes how the assessment should be designed to show how students are learning and developing. The results can demonstrate a visual presentation that illustrates the analyzed data that focuses on specific results that provide discussion regarding program improvement, which would strengthen student learning. The second strategy reflects the latest learning and
17). Both techniques use qualitative and quantitative research through similar methodologies by utilizing questions, collecting data, analyzing results, and demonstrating how data can provide results for the decision making process. Research can be quite extensive using control groups and variables in an enclosed environment by testing theory and concepts that can be used for broader implications. As researchers work on a project, they have the option to start over when the data shows imperfections. Researchers are usually “independent of changing organizational contexts”, and are “likely to be shielded from political influences” (p. 19). Assessments have limited time, limited resources, and target a specific audience by providing specialized data for professionals to make better decisions for their students. Assessments can be designed and modified to reflect “local political realities” (p.