Constructive Ambiguities: The Inspiring, Deflating, Transformative, and Limited Possibilities for Assessment in Higher Education
Abstract
The author argues that while outcomes assessment may be an imperfect process, if completed in a systematic and deliberative manner, it can help determine the overall direction, culture, and success of an academic department. Most important, assessment can spark meaningful pedagogical and curricular discussions that can lead to substantive academic change. The author also provides suggestions for how departments and faculty can utilize outcomes assessment to their advantage.
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