For nearly three decades, educators have grappled with the role of assessment in higher education. Throughout this period, institutional responses have been shaped by the inherent tension between two purposes of assessment: accountability and improvement. This forum was a conversation with the UNC Assessment Faculty Fellows regarding the current state of assessment in higher education. Drawing from a set of readings by Peter Ewell, Peggy Maki, and the Higher Learning Commission, as well as faculty perspectives and experiences, they explored ideas about how educators can respond to calls for greater accountability while retaining focus on learning that matters.
Black, Kim; Byrnes, Jason; Ellis, Lyda; Ku, Heng-Yu; and Lightfoot, Jay, "Assessment: Focusing on Learning that Matters" (2011). Teaching, Learning & Assessment. 10.