The ultimate goal of assessment is to pose questions and gather information
to bring about improvement. Assessment data is generated as we look to
answer questions such as:
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How do we know if our students are learning what we are teaching?
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How do we know if we are teaching what our students need to learn?
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How can we improve the educational success of all students regardless of
their educational background, race, gender or ethnicity?
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How can we better advise our students?
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How well do we prepare students for transfer or the job market?
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How can we improve services to students?
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How can we better assist those involved in the teaching process?
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How can we get answers to those questions about student learning that test
questions don't provide?
Many people at our campus and at other colleges and universities are actively
involved in finding answers to the above questions. Oakton Community College
is committed to helping faculty, administrators, and staff find ways to
ask and answer difficult qu estions about teaching and learning so that
we can continue to improve the quality of education. The purpose of this
home page is to assist you in finding resources as you begin or continue
your assessment quest.
For the Classroom
One technique widely studied and used at Oakton is the
CAT
Classroom Assessment Technique
Two examples are those of
and
For examples from another college see:
For further information on CATs:
Oakton
Community College
Assessment
Conferences
This page is brought to you by the members of the Advising,
Teaching Learning (ATL) Committee
at Oakton Community College, Des Plaines,
Illinois.
Gene Atkin
Virginia Gibbons
Susan Maltese
Nancy Ressler
Laura Saret
Mary Ellen Simmons
Suzanne Stock Co-chair
Alan Rubin
Linda Zimmerman Co-chair
Susan M. Maltese, site coordinator (susanm@oakton.edu)
Please direct questions or comments about these pages to the webmaster@oakton.edu.
Copyright © 1997 Oakton Community College. Last update
10/15/97