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Anyone who has ever had to convert learning outcomes data into information that educational decision makers can use to improve instructional practices can attest that it is anything but simple. Institutions are highly accountable for demonstrating that student learning outcomes are being met in classrooms (Banta and Palomba 2015; Suskie 2015). Analyzing the data often requires the sort of technical and methodological expertise possessed by measurement, evaluation, and institutional research personnel, and graduate programs within these fields are rapidly growing to meet the needs of higher education institutions, state education departments, and private testing organizations.


Originally published in Assessment Update, Volume 28, Issue 5, September/October 2016, Pages 3-14.

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