Mission Statement

Our mission is to develop and support a community of educators and inform assessment practices in higher education to foster and improve student learning and institutional quality.

Strategic Goals

  1. Secure fiscal, human, technological, and facilities resources to assure the viability of the organization.
  2. Provide professional development for advanced assessment practitioners.  
  3. Develop new and next-generation assessment practitioners.  
  4. Lead and advocate for good and ethical assessment practices to external stakeholders.
  5. Partner and collaborate with other entities to further the AALHE mission
  6. Contribute to the research and literature on assessing student learning in higher education

Foundational Statement #1: What is Assessment in Higher Education? (Adopted January 2020)

Assessment is the process of collecting and analyzing information to determine if progress is being made toward a desired end. While this broad definition is applicable to a range of goals and organizational contexts, AALHE focuses on the assessment of student learning and institutional effectiveness within the context of higher education.

Student learning outcomes assessment is a process in which members of the higher education community identify what students should be able to do by the end of an educational unit and determine the degree to which they meet these goals. It also requires us to consider how to use the information systematically gathered on student performance to improve the teaching/learning process.

Institutional effectiveness assessment focuses on the extent to which an institution is making progress towards its mission and vision. When engaged in this process, members of the higher education community use the information collected to inform action taken for improvement.

The aim of student learning assessment and institutional effectiveness assessment is the ongoing enhancement of quality. AALHE supports these efforts in quality improvement by promoting assessment not just “of learning" but more importantly “for learning.”

Members of the Writing Team

Sesime Adanu SUNY Broome Community College
Jason Brunner  University of Colorado School of Pharmacy
Jodi Fisler  State Council of Higher Education for Virginia
Robert Flaherty  United States Air Force Academy

Cynthia Howell

 Capella University
Jill Kern  Eastern Washington University
Karen Menard  University of Guelph
Jeremy Penn  University of Iowa College of Education
Jane Marie Souza  University of Rochester
Constance Tucker  Oregon Health & Science University
Erin Thomas  Illinois State University
Felix Wao  University of Oklahoma
Bob Wilkinson  Wartburg College