Assessment or measurement?

The terms “assessment” and “measurement” are often used interchangeably in higher education. This is confusing, and it can obscure the learning outcomes and authentic learning experiences that we are trying to evaluate.

In fact, the latter is an important part of the former. The methodological process – measurement – is fundamental to assessment, but it does not describe the bigger picture of the entire process. Assessment starts with clearly defined learning outcomes and an intentional learning experience that will achieve those outcomes.

I work as director of assessment, evaluation and data strategy in Virginia Tech’s student affairs department, so my role sits at an intersection of disciplines. Our role in student affairs demands a deep involvement in co-curricular and experiential learning, where authentic measurements are more meaningful than standardised testing. This recognises that student growth extends beyond academics into co-curricular environments for outcomes such as leadership, critical thinking and interpersonal skills.  

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Put differently, the field of student affairs complements academic affairs’ learning outcomes. For example, both have learning objectives around communication, leadership and higher-order thinking. Student affairs provide real-world applications for the development of these skills through co-curricular experiences such as on-campus student employment or student organisation leader positions. These give students learning activities that allow them to transfer what they’ve learned to real-world scenarios.

Student affairs can contribute to authentic assessment

Authentic assessments delve into the “why” and “how”, capturing the transformative impact that learning experiences have had on students, and students engage in co-curricular and experiential learning through student affairs. To illustrate, after a leadership retreat, we might collect reflective essays or conduct interviews to understand how students have applied their learning in their roles on campus or in their personal lives.

The measurement of these authentic learning experiences goes beyond rote knowledge or standardised tests. For example, when we measure a student’s leadership growth through their participation in a campus organisation, we might ask them to reflect on how they’ve managed conflict, motivated peers or implemented a new initiative. We can also ask a student affairs educator who has facilitated the student’s authentic learning experience to do the same. Both the student and educator can rate their reflection through a rubric at multiple points during this school year. This longitudinal measure can show the progress or stagnation of the students’ learning. This type of measure provides a rich, nuanced picture of students’ leadership development through the authentic learning experience.

We can use both academic and student affairs data so we can align measurements with real-world student outcomes rather than just classroom performance. Combining quantitative data with qualitative and mixed-method approaches captures deeper insights into student learning. This in turn ensures that assessment informs practice, supports student growth and offers meaningful insights for continual institutional improvement.

The risks of using measurements synonymously with assessments

Using the term “assessment” in place of measurement in higher education carries real risks because it does not centre our ultimate goal: student learning and preparation for the real world. By using assessment as a synonym for measurement, we can unintentionally drift to focus on what we can measure rather than which measurements matter. It can leave students unprepared for real-world challenges because the learning outcome isn’t the focus. Foregrounding methodological processes above all other aspects of the assessment process means we are short-changing the opportunity to grow and improve.

If the assessment is only equated to measurement, and leaders do not see it as a process for quality-improvement efforts where they have specific responsibilities, then we will never realise continuous improvement and accountability. Making measurements synonymous with assessment means we miss the opportunity to facilitate a process of identifying and defining shared goals, outcomes and objectives that increase students’ learning, development and success. We miss the opportunity to create an evidence-informed plan that is mapped to facilitate those outcomes and objectives. We miss the opportunity to identify measurement priorities that inform critical and reflective thinking about the efficiency, effectiveness and equity of our work.

 And, most importantly, we miss the opportunity to fully prepare our students for life after graduation. 

Heather J. Strine-Patterson is director of assessment evaluation and data strategy at Virginia Tech. She is also the editor of the Journal of Student Affairs Assessments.

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