Abstract
Current efforts to assess higher education have highlighted the need for better evaluation of student outcomes and educational needs. Several recent studies have called for an increase in the use of tests as part of assessment activities. However, assessment research has not evaluated whether tests are an appropriate technique for measuring student outcomes, particularly when women or minority students are involved. Using data gathered from a 1992 historical knowledge exam, this study illustrates how the assessment of women's academic achievements can be distorted by using tests as measures of student outcomes. At the same time, the results indicate a need to rethink how we teach history at the university level. Consequently, this paper suggests that the use of tests as an assessment tool should be limited to questions about curricular shortcomings and not be expanded as a means to evaluate student proficiency.
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