Outcomes Assessment in Higher Education as a Scientific/Intellectual Movement: Implications for Political Science

Abstract

Political science is deeply but reluctantly involved in learning outcomes assessment. A 2013 survey reveals that political science departments are using assessment data strategically to satisfy mandates and obtain resources. By applying criteria developed by Frickel and Gross , outcomes assessment in higher education can be understood as an example of a scientific/intellectual movement, providing insight on what strategies political scientists can use to advance their interests. The durability of the assessment movement can be attributed to support from (1) major institutional actors, including governments, accreditors, foundations, and higher education advocacy groups; (2) practitioners who conduct assessment; and (3) researchers involved in the scholarship of assessment, which includes political scientists. However, full acceptance of assessment activities is hampered by competing frames: improvement of teaching and learning (generally supported by academics) and accountability for results (the concern of external stakeholders). Political science departments and the discipline can advocate for their interests more effectively by providing assessment data on student learning for internal purposes and on student postgraduate success for external stakeholders.