National Institute for Learning Outcomes Assessment |
▪ Compliance/Reporting: Assessment is viewed as undertaken solely to meet the
requirements and demands of administrators, accrediting bodies, and state agencies.
Assessment is simply about meeting the needs and requirements of external entities for
purposes of reporting. It is about doing what is asked, checking a box, and moving on with
your day.
▪ Student‐Centered: Assessment is viewed as a mechanism by which students can learn about
their own learning by being an active participant in the assessment process. Assessment here
is about a reflective and engaged process in which students learn about themselves as learners,
how they learn, what they know, and are actively involved in and an agent of their own learning
process. Students are not simply the object of assessment, but the primary beneficiaries.
Please note, it is highly unlikely that an individual will fall into only one of the four areas but will
instead have several to which there are strongly held beliefs – some stronger than others. For that
reason, the scores are based on the direction to which one leans, to understand a picture of the
different elements that combine for how assessment is viewed, not to determine which “camp” one
aligns with.
Activity Instructions
1. For each of the philosophical statements, indicate your level of agreement ranging from 0-4,
where “0” = do not agree and “4” = absolutely agree. It is fine to have a score of 0, 1, 2, 3, or
4. It is even acceptable to give .5 or .7 scores. The only consideration is that you do have to
add the scores at the end and sticking with 0, 1, 2, 3, and 4 does make the addition process
easier.
2. On the second page of the activity, add together each of the scores for each color, or if not in
color by each abbreviation (TL, M, C, SC) and put total amounts in the result table. Total sum
will range from 0-24 for each of the sets of statements. The colors and abbreviations align
with the different philosophical understandings of assessment.
3. For each of the statement types, the closer your score is to 24 (the highest amount you can get
by giving all 4s to each statement in an individual category), the stronger you agree with the
statements in that group. It is highly unlikely that an individual will fall solely into one category,
but instead have two or more to which they align. For instance, it might be that someone is
student-centered (score of 19) and focused on teaching and learning (score of 17), but also
cares strongly about how best to objectively measure learning (score of 15).
4. If doing this as a group activity, take time to discuss the results with those at your table or
participating in the virtual break out room. What do the results mean about how you go about
assessing student learning, the types of changes made, and the types of questions asked? If
doing this individually, reflect on what that means for your own work and the processes and
practices of assessment within your institution. You might even want to examine your beliefs
over time, completing the activity again at a later date.
Please cite as: Jankowski, N. A. (2020, May). Activity: What is your philosophy of assessment? Urbana, IL:
University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.