I’ve been hearing a lot about assessment of learning outcomes lately. The Chronicle has a skeptical story about this stuff, here:
… Because it’s fairly obvious that assessment has not caused (and probably will not cause) positive changes in student learning, and because it’s clear that this has been an open secret for a while, one wonders why academic administrators have been so acquiescent about assessment for so long.
Here’s why: It’s no accident that the rise of learning-outcomes assessment has coincided with a significant expansion in the use of adjunct faculty, the growth of dual enrollment, and the spread of online education. Each of these allows administrators to deliver educational product to their customers with little or no involvement from the traditional faculty.