Assessment Vs. Research why we Should Care about the Difference

Abstract

Should we call our efforts to learn about programs and outcomes “research” or “assessment”? The name can make all the difference. And trying to adhere to the standards of research may get in the way of doing effective assessment.

A perspective on student learning outcome assessment at Qatar University

“…The SLOAS also demonstrates how courses and study plans are linked together and coherently mapped to deliver and achieve a programme's set of student learning outcomes (Hutchings, 2010); therefore, the assessment of student learning outcomes provides evidence-based feedback on what is and is not working and provides guidance as to what changes are needed to enhance academic offerings Baker et al, (2012). Upcraft and Schuh (2002) noted that assessment differs from traditional research in its purpose and nature. Traditional empirical research is conducted to test theories while assessment is a form of action research with the purpose of informing and improving one's own practice rather than making broad generalisations.…”

Framing Assessment for Career Services: Telling Our Story

“…Research studies are designed to test theories and hypotheses, resulting in affirmation or a reconceptualization of how we understand a particular problem or situation (Upcraft & Schuh, ). Researchers often keep an impartial distance from the object of their study and attempt to examine research questions from various angles.…”

“…The purpose of research is to make generalizations beyond the study participants with the hopes of informing understanding of the phenomena in the world. While research methods may be used in the process of conducting an assessment, the reasons for pursuing assessment differ greatly from the reasons for pursuing research (Upcraft & Schuh, ).…”

“…It is not necessary, and often not feasible within time and resource constraints, to examine all angles of a question for nuanced understanding. Rather, assessment of career interventions acts as a guide for good practice (Upcraft & Schuh, ).…”

Handcuffs of Our Own Making: The Reduction of Assessment

“…In the vast majority of instances, we are not engaging in research to develop new knowledge, theory, or generalizable findings. As Upcraft and Schuh (2002) argue, what is needed is “good enough” evidence around something that is “doable” in ways that are “credible with intended audiences.” Linda Suskie (2018) raises the point that assessment “is not rigorous research; we just need information good enough to help inform our thinking.” Is assessment research? Evaluation?…”