Chapter 15: Transforming Teachers into Researchers Using an Action Research Model

Faculty and assessment professionals work diligently to develop assessment strategies to efficiently and effectively determine if program goals and learning outcomes are met. Many different assessment strategies can be used, so it is important, during the design process, to select methodologies to best fit the learning outcomes, institutional needs, and budgetary constraints inherent to the program. Program assessment methodologies can be indirect or direct; they can be embedded in the work of courses within the program or provided as an add-on. A program could use a nationally standardized exam or rely on a locally designed tool, depending on the program’s needs and goals. Specific strategies to assist assessment professionals in designing programmatic assessment tools are provided and outlined in many assessment publications (e.g., Banta & Palomba, 2015; Barkely & Major, 2016; Driscoll & Wood, 2007; Suskie, 2018). Ultimately, as described in Bonneau et al. (2019) for general education programs, assessment leaders must work with faculty and staff to determine a strategy that best meets the needs of the individual program or institution.