What is Assessment and Why is it Important?

Assessment is the process of gathering qualitative and/or quantitative data to gauge progress on academic and operational goals. Assessment provides faculty, staff and administrative leaders with information about where changes to processes and practices might be needed, and where to invest effort and resources to improve important higher education outcomes such as student learning, program completion, career-readiness, student and staff satisfaction, faculty scholarship, effective resource management and others. See our Guiding Principles for Assessment to learn more about how we strive to improve student learning, the student experience, and overall institutional quality through assessment to achieve the Queens College Mission

Who Conducts Assessment at Queens College?
  • Faculty define and conduct assessment of student learning outcomes.
  • Staff define and conduct assessment of administrative outcomes.
  • Chairs and assessment liaisons conduct assessment of program outcomes.
  • Advisory committees, comprised of faculty and staff, conduct institution-level assessment and assess the college's various assessment processes, providing feedback to the campus community intended to improve the quality of assessment.


Who Supports Assessment at Queens College?
  • The President and Cabinet members support and advocate for a culture of evidence and assessment at Queens College.
  • The Office of Institutional Effectiveness (OIE) provides data and professional development in partnership with:
  • The Provost’s Office, along with Academic Deans, supports departments conducting Academic Program Review (APR).
  • The College provides financial support for faculty development initiatives related to assessment.


The Provost’s Assessment Workshop Series 

In May 2017, the Provost and Vice President for Academic Affairs announced the Provost’s Assessment Workshop Series, which kicked off with a discussion series intended to encourage greater reflection on andragogical practices and offer faculty an opportunity to explore in depth how students learn. The inaugural workshop had 20 faculty participants who discussed theories and principles of learning as they relate to QC students, and research-based strategies to improve student learning. The four-session discussion series will be offered again next summer.

Stay tuned for announcements regarding future workshops within the series.


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