Mission and Editorial Policy

Assessing Student Learning and Development: A Journal for Higher Education is dedicated to publishing original and innovative scholarly work that describes research or practice in the field of assessment of student learning in higher education. The goal of the journal is to provide a venue for disseminating effective and pragmatic approaches that promote better understanding of what and to what extent students learn, as well as how to use this information to improve student learning and teaching. Assessing Student Learning and Development features peer-reviewed articles that address the wide range of assessment topics and practice that comprise this field. The Journal represents no particular model or approach to assessment, nor is it restricted to any particular methodology. Areas of interest include effective assessment approaches, innovative projects and pilot programs, research findings and analysis on assessing student learning and development in higher education. Potential topics may include, but are not limited to:

• Developing and assessing disciplinary, interdisciplinary, and general education learning outcomes;
• Developing and validating metrics for learning;
• Assessing affective student learning and/or whole student development;
• Assessing the motor skills and performance based tests;
• Effective administrative structures, including both Academic and Student Affairs;
• Issues regarding accreditation and institutional effectiveness.

Assessing Student Learning and Development hopes to foster a scholarly community of assessment practitioners who are interested in sharing and learning from one another.