Partnering with Students in Learning Outcomes 评估

Too often we invest in the 评估 of student learning and development with too little return on investment in relation to improvement. While the improvement of learning and development has become a greater focus of the 评估 process, the key stakeholders – students – do not have a true seat at the table. Without partnering with our students, it is more difficult and sometimes impossible to achieve the improvements we desire.

最初由Dr. Nick Curtis, Director of 评估 at Marquette University



There are actually a few definitions of student partnerships across different bodies of research, but the one we’ll use for this context comes from Cook-Sather, Bovill, 和费尔顿(2014). They define student partnerships as:

“一个协作, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, 决策, 实现, 调查, 或分析.”

When we apply this definition to our program 评估 work, a few highlighted themes stick out. 前三名是:

  1. Student partnership is a process and helps make outcomes 评估 work better.
  2. 学生的工作是相互的. Students actually get a lot of benefits from this work themselves.
  3. Partnerships require and inspire mutual respect and shared responsibility. Both sides of the partnership need to be mutually invested in the arrangement to be successful.

There are a few different levels of involvement and engagement when we speak about student and faculty partnerships. Here is a visual of the levels of student engagement.



With the consumer, students are just passive consumers of information.


Here the “student voice” is requested by faculty, interpreted and used to shape decisions. 作为一个例子, The University of Edinburgh brought students and faculty into the same room, 午餐吃披萨, and discussed specific topics such as student engagement in the community, 发展学习社区, 以及形成性评价的观点. It was productive and impactful because of the dialogue of views that happened between students and faculty. Different initiatives came out of this back and forth discussion that would not have occurred without them.


One student represents all students.


Students have collaborative, reciprocal and equal contributions. 作为一个例子, Elon University undertook a course redesign project after hearing reports that students hated the course and did not get much from it. Instead of just faculty solving the issue, they brought students in to help redesign the course together. This included the course description, 教学大纲, 课程材料, 作业, 以及课堂上的任务要求. What was helpful in this situation is that students are experts at being college students, and were allowed to bring that knowledge to the course redesign team.


An Overview of the 评估 Process

Here is a visual chart for a brief overview of the 评估 process that institutions go through to lead to desired outcomes.




这个过程中缺少了什么? 学生!

Students are a crucial part of truly understanding how effective your programs are, and should be an integral part in the 评估 process. Below are some suggestions and examples of how you can include and partner with students in each step of the 评估 process.

Specifying Student Learning Outcomes

Partner with students to increase awareness of program outcomes, help everyone share the same vocabulary and understand the importance of outcomes.

Creating and mapping Programming to Outcomes

Partner with students to foster ownership and co-creation of their own program learning.


Partner with students to develop 评估s with a shared understanding.


Partner with students to increase awareness of intent and assess fidelity.


Partner with students to ensure accurate information and true 评估 of education.


Partner with students to understand why data is the way it is, and from the learning perspective.


Partner with students to develop interventions from the learner’s perspective.


For more detailed information on this topic, watch the A Path Forward: Partnering with Students in Learning Outcomes 评估 会议记录.


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