Acta Universitatis Danubius. Communicatio, Vol 7, No 2 (2013)

Abstract

Assessment is always challenging. Whether we are administrators of programs, teaching faculty, staff, graduate or undergraduate students, and the practice of assessment evokes fears of judgment, fears of public failure, and most significantly, fears of change. Because of this, we often assess with a hesitant hand, gingerly prodding the successes and challenges at all levels of our institutions, hoping that—in this moment, at least—we are achieving the goals which we claim that we’re achieving and are doing so with integrity and a clear understanding of student needs.