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When Done Well, Assessment Leads to Program Improvement

This is perhaps the most important reason of all. Assessment at the program and university level requires focus, thought, planning, and steady effort. But when it’s done well, AND when assessment data inform regular conversations about curriculum, key assignments, and teaching methods, programs are bound to be better for the effort. Focusing on these levels of learning helps faculty members move from being solely concerned with “my course” to being concerned about “our program” and “our students.”