Learning assessment tools and program evaluations tools aren’t interchangeable. What do satisfaction surveys or self-assessments tell us about student learning? Most people aren’t self-aware and students definitely fit that description. Competency theory suggests an inverse relationship between competence and confidence, but our assessment results show no relationship whatsoever!
Our poster will visually demonstrate the difference between conducting learning assessment and program evaluation. We will draw attention to utility of each type of assessment in producing meaningful evidence for the value of our instruction programs. This information is crucial for making strategic decisions about assessment: which studies are producing valid, usable results, and which ones can we afford to give up?
From the results of a learning assessment paired with self-evaluation at a business school, we show that there is not much relationship at all between what students think they know, and what they actually know when it comes to research skills. Applying the concepts of competency theory helps us argue that students are not good at judging whether they need research instruction. Seeing this laid out in a graphic format also communicates in a high-impact way that you can’t measure student learning with a satisfaction survey.