Abstract
When institutions focus on using assessment evidence to inform faculty efforts to improve teaching and learning, compliance issues tend to resolve. This chapter describes institution-level structures and strategies that encourage faculty not only to gather assessment data to answer questions about student learning but also to reflect on findings and identify actions they can take to improve student learning in classes and academic programs—in short, to stop the bottleneck and share assessment strategies to better inform teaching and learning. Institutions that make the most of assessment recognize that meaningful assessment entails more than just gathering, reporting, and archiving assessment evidence. Assessment done in the right way for the right reasons is driven by a sense of "positive restlessness," a combination of curiosity about alternative approaches to helping students learn and a chronic feeling that things could always be done a bit better. This attitude contributes to a "culture of improvement".
Bibliographic data
Stanny, C. J. (2021). Overcoming obstacles that stop student learning: The bottleneck model of structural reform. In S. A. Nolan, C. M. Hakala, & R. E. Landrum (Eds.), Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance (pp. 77–93). American Psychological Association.
