How Do You Define Assessment?

What is assessment? How do you define it? The AAHE Assessment Forum is often asked to provide a brief
answer. We have compiled a list of resources that suggest the variety of responses possible for these
questions.

Assessment Forum Definitions of Assessment

Other Definitions
Institutional Definitions
Internet Resources

AAHE Assessment Forum Definitions of Assessmentt

In the spring of 1995, Thomas A. Angelo, then director of the AAHE Assessment Forum, suggested it was
time to "reassess assessment in higher education" (Angelo, April 1995, p.11). He presented a draft
definition of assessment and solicited responses. Colleagues were invited to comment, revise, and expand
the definition. The draft definition was as follows:
Assessment is a means for focusing our collective attention, examining our assumptions, and creating a
shared culture dedicated to continuously improving the quality of higher learning. Assessment requires
making expectations and standards for quality explicit and public; systematically gathering evidence on
how well performance matches those expectations and standards; analyzing and interpreting the
evidence; and using the resulting information to document, explain, and improve performance (Thomas A.
Angelo, AAHE Bulletin, April 1995, p.11).
As promised, Angelo took seriously the feedback he received. Five themes emerged from the contributions:
1.
2.
3.
4.
5.

Assessment should focus on improving student learning;

The focus of assessment should not be limited to the classroom, but include the wide range of
processes that influence learning;
Assessment is a process embedded within larger systems;
Assessment should focus collective attention and create linkages and enhance coherence within
and across the curriculum; and
Tension between assessment for improvement and assessment for accountability must be
managed.

The revised definition reads as follows:

Assessment is an ongoing process aimed at understanding and improving student learning. It involves
making our expectations explicit and public; setting appropriate criteria and high standards for learning
quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance
matches those expectations and standards; and using the resulting information to document, explain, and
improve performance. When it is embedded effectively within larger institutional systems, assessment can
help us focus our collective attention, examine our assumptions, and create a shared academic culture
dedicated to assuring and improving the quality of higher education (Thomas A. Angelo, AAHE Bulletin,
November 1995, p.7).

Other Definitions

"I shall consider assessment to include the gathering of information concerning the functioning of
students, staff, and institutions of higher education. The information may or may not be in
numerical form, but the basic motive for gathering it is to improve the functioning of the
institution and its people. I used functioning to refere to the broad social purposes of a college or
university: to facilitate student learning and development, to advance the frontiers of knowledge,

and to contribute to the commuhnitiy, and the society" (Alexander Astin, Assessment for
Excellence, Oryx Press, 1993, p.2)

"Assessment is defined as the systematic basis for making inferences about the learning and
development of students. More specifically, assessment is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and using information to increase students' learning
and development" (T. Dary Erwin, Assessing Student Learning and Development, Jossey-Bass,
1991, see pp.14-19).

Institutional Definitions

California State University Chico's Guidelines for Assessment includes an institutional definition as
well as one provided by the Western Association of Schools and Colleges.

"Assessment at Eastern New Mexico University has grown to include measures of academic
achievement within students' major fields, students' values and attitudes, and students'
satisfaction with the institution." (From ASSESS-L listserv, June 1997)
"Assessment is data collection and analysis for program planning and accountability. Student
academic achievement is the assessed result of measurement in major departments and in
general education for the College and University as a whole." (College of St. Benedict/St. John's
University, Collegeville, MN; From ASSESS-L listserv, June 1997)
"Accountability: Reporting to the public on educational process to show trends within and
relationships among school data (e.g., institutions are held accountable for the use of public
funds, institutions must demonstrate that they are efficient and effective in serving the needs of
the state). Summative, used for making decisions about resources, people, institutions.

Assessment: The evaluation and improvement of some aspect of the institution. Assessment may
concern the performance of individuals, effectiveness of institutional practices, and/or the
functioning of departments or programs (e.g., program reviews, budget reviews, etc.). Formative,
used for institutional self-study, financial retrenchment, program evaluation, better understanding
of current students.

Student Academic Achievement Assessment: The evaluation and improvement of student

learning. Student academic achievement assessment may include evaluation of mastery of
content, cognitive and affective gains (e.g., general knowledge, skills, attitudes and values,
behaviors), evaluation of programs and services that contribute to student learning, student
and/or employee satisfaction, employer satisfaction, etc. Formative, aimed at improving
something which is already being done (learning)." (Front Range Community College, From
ASSESS-L listserv, June 1997)
Assessment: Processes both objective and subjective, whereby achievement of objectives and
strategies is evaluated. (Taylor University, Upland, Indiana; From ASSESS-L listserv, June 1997)