AAHE’s Nine Principles of Good Practice
Nine Principles of Good Practice for Assessing Student Learning
Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas;
Peter T. Ewell;
Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller;
E. Thomas Moran; Barbara D. Wright
This document was developed under the auspices of the American Association for Higher Education Assessment (AHEE) Assessment Forum with support from the Fund for the Improvement of Postsecondary Education with additional support for publication and dissemination from the Exxon Education Foundation. Copies may be made without restriction.
- The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its
effective practice, then, begins with and enacts a vision of the kinds of learning
we most value for students and strive to help them achieve. Educational values should
drive not only what we choose to assess but also how we do so. Where questions about
educational mission and values are skipped over, assessment threatens to be an exercise
in measuring what's easy, rather than a process of improving what we really care about.
- Assessment is most effective when it reflects an understanding of learning as multidimensional,
integrated, and revealed in performance over time. Learning is a complex process. It entails not only what students know but what they
can do with what they know; it involves not only knowledge and abilities but values,
attitudes, and habits of mind that affect both academic success and performance beyond
the classroom. Assessment should reflect these understandings by employing a diverse
array of methods, including those that call for actual performance, using them over
time so as to reveal change, growth, and increasing degrees of integration. Such an
approach aims for a more complete and accurate picture of learning, and therefore
firmer bases for improving our students' educational experience.
- Assessment works best when the programs it seeks to improve have clear, explicitly
stated purposes. Assessment is a goal-oriented process. It entails comparing educational performance
with educational purposes and expectations -- those derived from the institution's
mission, from faculty intentions in program and course design, and from knowledge
of students' own goals. Where program purposes lack specificity or agreement, assessment
as a process pushes a campus toward clarity about where to aim and what standards
to apply; assessment also prompts attention to where and how program goals will be
taught and learned. Clear, shared, implementable goals are the cornerstone for assessment
that is focused and useful.
- Assessment requires attention to outcomes but also and equally to the experiences
that lead to those outcomes. Information about outcomes is of high importance; where students "end up" matters
greatly. But to improve outcomes, we need to know about student experience along the
way -- about the curricula, teaching, and kind of student effort that lead to particular
outcomes. Assessment can help us understand which students learn best under what conditions;
with such knowledge comes the capacity to improve the whole of their learning.
- Assessment works best when it is ongoing not episodic. Assessment is a process whose
power is cumulative. Though isolated, "one-shot" assessment can be better than none, improvement is best
fostered when assessment entails a linked series of activities undertaken over time.
This may mean tracking the process of individual students, or of cohorts of students;
it may mean collecting the same examples of student performance or using the same
instrument semester after semester. The point is to monitor progress toward intended
goals in a spirit of continuous improvement. Along the way, the assessment process
itself should be evaluated and refined in light of emerging insights.
- Assessment fosters wider improvement when representatives from across the educational
community are involved. Student learning is a campus-wide responsibility, and assessment is a way of enacting
that responsibility. Thus, while assessment efforts may start small, the aim over
time is to involve people from across the educational community. Faculty play an especially
important role, but assessment's questions can't be fully addressed without participation
by student-affairs educators, librarians, administrators, and students. Assessment
may also involve individuals from beyond the campus (alumni/ae, trustees, employers)
whose experience can enrich the sense of appropriate aims and standards for learning.
Thus understood, assessment is not a task for small groups of experts but a collaborative
activity; its aim is wider, better-informed attention to student learning by all parties
with a stake in its improvement.
- Assessment makes a difference when it begins with issues of use and illuminates questions
that people really care about. Assessment recognizes the value of information in the process of improvement. But
to be useful, information must be connected to issues or questions that people really
care about. This implies assessment approaches that produce evidence that relevant
parties will find credible, suggestive, and applicable to decisions that need to be
made. It means thinking in advance about how the information will be used, and by
whom. The point of assessment is not to gather data and return "results"; it is a
process that starts with the questions of decision-makers, that involves them in the
gathering and interpreting of data, and that informs and helps guide continuous improvement.
- Assessment is most likely to lead to improvement when it is part of a larger set of
conditions that promote change. Assessment alone changes little. Its greatest contribution comes on campuses where
the quality of teaching and learning is visibly valued and worked at. On such campuses,
the push to improve educational performance is a visible and primary goal of leadership;
improving the quality of undergraduate education is central to the institution's planning,
budgeting, and personnel decisions. On such campuses, information about learning outcomes
is seen as an integral part of decision making, and avidly sought.
- Through assessment, educators meet responsibilities to students and to the public. There is a compelling public stake in education. As educators, we have a responsibility to the publics that support or depend on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement.