In Assessment Clear and Simple, Barbara Walvoord identifies three “common pitfalls of assessment” that serve as useful ‘checks’ while creating or reviewing any program of assessment.

• Mere compliance with external demands
• Gathering data no one will use
• Making the process too complicated

There’s an underlying factor common to all three of these pitfalls, which is the creation of extra, unused work.  Worse, this superfluous labor can become integrated into the assessment process, becoming part of standard procedure because no-one has stopped to question its usefulness. Here are some of the ways we strive to avoid running afoul of these assessment problems:

• Is this process just about “checking boxes”? If an assessment tool is in place that isn’t appropriate for a given classroom context, it isn’t helping faculty, students, or administrators. We avoid a one-size-fits-all approach that deprives faculty of their unique experience.
• Is someone going to review and use this information? Before deciding to collect additional data, we attempt to find out if it already exists somewhere– maybe in an unexpected place or format. When someone is already collecting data but can’t explain why, we investigate to see if it can be streamlined or eliminated.
• Can we use what we’ve got instead of adding layers to the process? Whenever possible, we embed assessment in what’s already being done. Periodic reviews, annual reports, and self-studies can provide information that serves multiple purposes without having to replicate the work.