Learning outcomes assessment is a natural and ongoing component of the instructional process. Its purposes are multiple and include aspects of accountability to students, the public, and various controlling agencies. The purposes are not exclusive of each other and can be achieved in a compatible manner.

The process of assessing learning outcomes should be viewed as a means to an end--that end being improved instruction. As such, the focus of any program should be an ongoing account of the nature and quality of the institution, driven predominantly by internal needs and goals. As part of assuming the professional responsibility that goes with teaching, faculty, along with other areas of the College, should identify specific learning outcomes. The process of assessment should not place an undue burden on individual students, not on select groups of students. The results, once analyzed, should form the base for organized change which will make a positive influence on student learning.

Learning outcomes assessment is neither precise nor perfect, and its data should be interpreted with that in mind. It is a way of thinking about quality that comes from our willingness to continually examine, question, and, as necessary, alter what we do as an educational institution.

The uses of learning outcomes assessment are many and can be quite broad. Although we may not ignore the regulations and directives of controlling and governing bodies in regard to accountability, the goal of learning improvement and the identification of instructional quality is of prime importance. Indeed, this is the area in which we should be more accountable to the students, staff, Board of Regents, State and the general public.