Abstract
In an institution where assessment was viewed as meaningless “box checking” and for the purposes of accreditation only, a new reflective assessment practice with 15 faculty changed their perception of assessment in a single semester. Piloted with an interdisciplinary graduation requirement of Cultural Competency, the new assessment practice became a powerful tool for “closing the loop” in which participating faculty analyzed evidence to make improvements for student learning. This article is a detailed history of the inception and explanation of that practice and the evidence of the faculty appreciation for the new four question short form protocol.
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