“At its core, equitable assessment calls for those who lead and participate in assessment activities to pay attention and be conscious of how assessment can either feed into cycles that perpetuate inequities or can serve to bring more equity into higher education”
- Montenegro & Jankowski, 2020, Equity in Assessment
Student Affairs Assessment & Research strives to conduct equity-minded assessments and build a culture of assessment in Student Affairs that values diversity, equity, and inclusion to uplift the voices of historically marginalized groups.
Assessment and research can often have unintentional biases when not being aware of participants’ backgrounds, identities, hardships, and points of view, as well as the personal privileges and backgrounds of the researcher or assessment professional. According to the National Institute for Learning Outcomes Assessment (NILOA), "For assessment to improve student learning and authentically document what students know and can do for today’s diverse students, an equitable and culturally responsive approach to assessment is needed." Equity-minded assessment, which is sometimes referred to as equity-centered or socially just assessment, is a framework to eliminate bias and injustices in assessment. NILOA developed the following six guiding principles in equity-minded assessment.
Best practices in equity-minded assessment include the following actions:
- Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.
- Use multiple sources of evidence appropriate for the students being assessed and assessment effort.
- Include student perspectives and take action based on perspectives.
- Increase transparency in assessment results and actions taken.
- Ensure collected data can be meaningfully disaggregated and interrogated.
- Make evidence-based changes that address issues of equity that are context-specific
- Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- National Institute for Learning Outcomes Assessment. Equity in Assessment
Assessment is a cyclical process. Results from one step of the process help guide the next step. While all steps are important, the process of “closing the loop” by implementing changes and then assessing the impact of those changes is imperative in the assessment cycle.
Plan & Identify Outcomes
- Identify clear, measurable, specific outcomes that relate to the goals and objectives of the assessed program/service.
Collect data from the participants of the program/service that directly correlates to the goals and objectives.
Analyze data to identify where the program/service needs to change to meet goals and objectives.
Share the results with the necessary campus and community stakeholders.
Identify & Implement Changes
Identify changes that are necessary to help the program/service meet its desired outcomes that were identified in step one of the assessment cycle.
Assess Impact of Change
The goal for assessment is continuous improvement. Changes should be made based on the assessment process. After changes have been implemented, the assessment cycle should begin again to assess the impact of those changes.
- Assessment Presentations
Student Affairs Annual Assessment Reports
Division of Student Affairs Annual Assessment Reports
- 2020-2021 Student Affairs Annual Assessment Report
- 2020-2021 Student Affairs Annual Assessment Report Presentation
- 2019-2020 Student Affairs Annual Assessment Report
- 2019-2020 Student Affairs Annual Assessment Report Presentation
Department Resources for Completing Annual Assessment Reports
- 2021-2022 Student Affairs Annual Assessment Report (Qualtrics Template)
- 2021-2022 Annual Assessment Report Rubric
- 2021-2022 Annual Assessment Report Guidelines
- ABCD Method for Writing Student Learning Outcomes
Best Practices in Student Affairs Assessment at UCR
The following annual assessment reports are a few examples in Best Practices in Student Affairs Assessment at UCR. Student Affairs staff may reference these reports to create their own assessments, as a guide in the reporting process, and to learn about some of the high quality assessments being done at UCR.
2020-2021 Annual Assessment Report Examples
UCR Student Affairs Assessment
- Student Affairs Assessment & Research Handbook
- Student Affairs Annual Assessment Report Rubric
- Student Affairs Assessment Reading List
- UC Riverside Office of Evaluation and Assessment (Academic Assessment)
Student Learning Outcomes
- Writing Student Learning Outcomes - Anthology
- ABCD Method
- Writing Learning Outcomes: ABCD Method - UC San Diego
- Bloom’s Taxonomy Lightbulb
- Bloom’s Taxonomy Action Verbs
- Bloom's Taxonomy - Vanderbilt University Center for Teaching
- Best Practices in Assessment - Anthology
Program Evaluation & Survey Design
The following resources provide more guidance and education on equity-minded assessment (also often referred to as equity-centered or socially just assessment):
- Student Affairs Assessment Leaders: Equity-minded Assessment: The Time is Now
- Practicing Equity-Minded Assessment
- Equity-Centered Assessment: Embedding Equity Throughout the Assessment Cycle
- Increasing Awareness and Reducing Harm: A Framework for Equity-Minded and Equity-Centered Assessment
- A New Decade for Assessment: Embedding Equity into Assessment Praxis
- Socially Just Assessment: Theory and Examples of Practice
- Moving Towards Socially Just Assessment
- Socially Just Assessment Presentation