Approaching assessment from a learning perspective: Elevating assessment beyond technique

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL in an effort to identify a systems approach to program management practices. The goal is not to dismiss the value of mechanics and tools in assessment but to highlight the value of building an assessment process that brings together the respective components of assessment with the scholarship that constitutes teaching and learning and an understanding of assessment as learning. Incorporating the use of curriculum maps and Fink's taxonomy of significant learning advances a framework-driven practice that supports assurance of learning.