Andrew Shean, Ed.D.
The analysis of assessment results is perhaps the most influential factor in the College of Education course development process and in refinement of instructional best practices. To be able to provide meaningful feedback, assessment methods must be varied and must align with the desired learning outcomes. The question is "Feedback for whom, and for what purpose?" "For whom," of course, is for our students. "For what purpose" is for the purposes of continual improvement—improvement achieved through better instruction and evolving curriculum that remains deep, relevant, and rigorous.
Throughout our courses, almost every assignment, every question, every action, has some form of assessment tied to it (Wiggins, 2004). These are meaningful assessments that have been crafted by dedicated faculty, instructional designers, and an assessment team committed to using the resultant feedback to rethink curriculum and to drive instruction.
All programs and courses in the College of Education at Ashford University have clear learning objectives that drive new learning and align to University outcomes. Additionally, all activities and assessment are aligned to the learning objectives of the course, which are in turn aligned with learning objectives of the program. This careful alignment ensures that, upon graduation, students have mastered the skills and acquired the knowledge necessary to be successful in their chosen profession.
Source: Wiggins, Richard J, (1994). Student-centered classroom assessment. New York: Macmillan College Publishing