As colleges and universities are increasingly required to “prove” efficacy of teaching and learning, many conversations—especially at the federal level—are circling around developing standardized assessments for higher education.
Naturally, postsecondary stakeholders and faculty worry that these assessments could have a negative impact, and shudder at the prospect of metrics mirroring those of K-12’s. But is it all doom-and-gloom in the standardized assessment realm, or can a postsecondary-specific design work to higher education’s advantage?
