Keeling talks about two types of assessment that are common on college campuses: formal and informal assessment. Formal assessment requires multiple steps and various opportunities for collaboration in development and implementation. The process is drawn out for an extended period of time with the data collected to compiled into one analysis. Sometimes, we do not have enough time to perform an assessment formally when the constraints of time are participants are ever present. This is where the informal assessment can be of use.
"The unique role and capacity of higher education is to ensure that students, in all learning situations, are offered educational opportunities to express existing skills and knowledge or to seek support and learning opportunities from others as they strive to develop these skills in real time" (13).
In my current role as a graduate assistant, I find myself doing some sort of informal assessment constantly. Is my advising style effective with my students? Are the programs and events we are executing beneficial for the target audience? Are all voices being heard? Am I keeping to the office's mission and vision?
The opportunity for feedback on all of these questions and more allows for change to be made during the process rather than hearing about it long after. This type of assessment can also be done easily by anyone involved, whether they know it or not. I listen just as much to the students as I do my supervisors, as well as individuals not directly associated with the program.
This can have greater influence on one's subjective norm. Not to say that all students see their advisors as key people in their life; however, hearing positive feedback and approval of ideas reinforces and strengthens students' motivation. I find this to be extremely important when working with volunteers. Employees have clearly defined expectations and consequences for unmet responsibilities; for volunteers to go above and beyond in their work, motivation from fellow peers and those in higher positions is of utmost importance.
Student learning outcomes are of extreme importance in backing the "why" of the work we as student affairs professionals attempt to do throughout the year. Reading this article, I began to think about the possibility of students taking part in the creation of their learning outcomes; including perceptions, aspirations, and prior knowledge into their reasoning. Would that ownership cause a higher degree of motivation and accountability? I wonder....
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