To Assess or Not to Assess is No Longer the Question: Potential of Program Monitoring

Abstract

This article traces the historical development of evaluation in higher education and discusses current views on available options such as “reputational” or “resource,” professional testing, and comprehensive assessment. A case is made for longitudinal computer-based program monitoring by defining the approach and presenting a case study. Clearly there are pros and cons with such an approach; cons include the necessary time and personnel investment. Among the pros are continual data feedback allowing for informed administrative and educational adjustment, as well as the ability to document the impact of programmatic changes.