Most assessment arguments are about measurement. When is it better to use direct versus indirect measures of student learning? Is one standardized test of critical thinking better than another? Is applying rubrics to student work better than using standardized tests? How valid are self-reported measures of learning? Although these arguments are…

Most institutional research (IR) practitioners lack access to direct measures of longitudinal student learning, let alone assessment instruments systematically embedded into the curriculum that yield representative cognitive gain data controlling for student motivation. Typically, measures of student learning growth rest on findings from survey…

Evaluative statements from alumni have legitimacy with both internal and external stakeholders. Thus, alumni studies can provide valuable evidence of institutional effectiveness and lend themselves to both locally designed and commercial survey instruments for data collection. Under ideal conditions, the results of alumni studies equip faculty and…

The future of faculty development programs will benefit most from a systematic assessment of program goals, a factor often ignored or taken for granted while program process and product are evaluated. (MSE)

Comparative data are relatively easy to obtain, but effective use of the information requires careful planning and may produce unanticipated results. (MSE)

This chapter describes how an action research framework facilitates using evaluation and assessment results to improve programs and demonstrate institutional effectiveness. (Contains 1 table.)