Reexamining Three Held Assumptions about Creating Classroom Assignments That Can Be Used for Institutional Assessment

ABSTRACT This article empirically examines three assumptions that emerged from the literature on using classroom assignments for institutional assessment. The potential misalignment between the source of evidence (classroom assignments) and the assessment method (institutional rubric) is a serious threat to validity when using course-embedded assessment models. Findings revealed that approaches for faculty development in assignment design were drawing from approaches designed for using assignments in the classroom without an examination of implications for institutional assessment. Findings can inform the practice of individual faculty, approaches used for professional development in assignment design, and the movement for accountability focused on using course-embedded assignments.