Why Grades Are Not Acceptable Methods For Student Learning

969 Words4 Pages
When helping Northern Arizona University (NAU) address Core Component 4. B, a colleague was overheard making a comment. The colleague said “We already do assessment. We give grade and course evaluations. If you want to know how much students are learning, look at their grades and course evaluations.” The following paper will describe why grades are not acceptable methods for student learning. Additionally, it will propose a few questions that will make course evaluation data more useful in addressing accreditation requirements. Lastly, it will outline how NAU can effectively address Core Component 4. B. First, accreditation helps to ensure and improve the quality of an institution or program. It is a process that uses a set of standards that ensures quality of education based on measures of student learning. There are many accrediting organizations that review higher education institutions or specific programs within that institution. Accreditation provides many things to students and the public by making sure the institution or program lives up to its promises. For example, students who attend an accredited institution can be assured that classes will transfer and that the program of study will be accepted by future employers (CHEA, 2010). Accreditors usually focus on student learning outcomes. A good institution will have these student learning outcomes within its strategic plan which drives all assessment processes. Yet, despite the obvious need for assessments that can
Open Document