Assessment that Matters: Integrating the “Chore” of Department-Based Assessment with Real Improvements in Political Science Education

Abstract

ABSTRACT Assessment requirements often raise great concerns among departments and faculty: fear of loss of autonomy, distraction from primary departmental goals, and the creation of alien and artificial external standards. This article demonstrates how one political science department directly responded to their own unique circumstances in assessing their current program in order to effect improvement. We suggest that assessment does not have to be a long and arduous process but can be relatively painless for the department and produce numerous benefits that go beyond the actual planning and engaging in assessment. This case study identifies ways to turn assessment from an external chore to an internal quest for information that provides answers to important departmental questions. It also identifies the ongoing nature of assessment and the way the lessons learned influences future decision making. By demonstrating how the department interpreted the collected data and evaluated its own performance, this case study reveals the frequently private process of assessment in a concrete fashion. With adaptation to the culture and norms of specific departments, this model and rationale can easily be modified for implementation at other institutions.