Suskie: How to Assess Anything Without Killing Yourself … Really!

Linda Suskie (former VP, Middle States Commission on Higher Education) has posted a great list of common-sense tips about assessments on her blog. They’re based on a book by Douglas Hubbard, How to Measure Anything: Finding the Value of “Intangibles in Business.” My favorites are:

1. We are (or should be) assessing because we want to make better decisions than what we would make without assessment results. If assessment results don’t help us make better decisions, they’re a waste of time and money.

4. Don’t try to assess everything. Focus on goals that you really need to assess and on assessments that may lead you to change what you’re doing. In other words, assessments that only confirm the status quo should go on a back burner. (I suggest assessing them every three years or so, just to make sure results aren’t slipping.)

5. Before starting a new assessment, ask how much you already know, how confident you are in what you know, and why you’re confident or not confident. Information you already have on hand, however imperfect, may be good enough. How much do you really need this new assessment?

8. If you know almost nothing, almost anything will tell you something. Don’t let anxiety about what could go wrong with assessment keep you from just starting to do some organized assessment.

9. Assessment results have both cost (in time as well as dollars) and value. Compare the two and make sure they’re in appropriate balance.

10. Aim for just enough results. You probably need less data than you think, and an adequate amount of new data is probably more accessible than you first thought. Compare the expected value of perfect assessment results (which are unattainable anyway), imperfect assessment results, and sample assessment results. Is the value of sample results good enough to give you confidence in making decisions?

14. Assessment value is perishable. How quickly it perishes depends on how quickly our students, our curricula, and the needs of our students, employers, and region are changing.

15. Something we don’t ask often enough is whether a learning experience was worth the time students, faculty, and staff invested in it. Do students learn enough from a particular assignment or co-curricular experience to make it worth the time they spent on it? Do students learn enough from writing papers that take us 20 hours to grade to make our grading time worthwhile?