Closing the Assessment Loop

The article explores the outcomes of student learning assessments particularly those gained from standardized tests which were used to motivate improvements in teaching and in learning. It is inferred that only a little percentage of evidence that student learning has improved regardless of what measures are taken and described some of the conditions that make it hard to close the loop in education. It also discusses the significance of faculty engagement in assessment which notes on the level of difficulty made by external mandates for evaluation as well as the challenges presented by the faculty and administrative leadership.