Skip to main content

Assessment & Evaluation Overview


At UC San Diego, we pride ourselves on the nontradition, and in the Division of Student Affairs, we see “traditional” approaches to assessment and evaluation and we question where and whether we see our students-and ourselves in these approaches.  In truth, we don’t always see all students and staff present in our methodologies, data, and narratives, whether due to biases on the part of those collecting data, the types of data collected, or other factors.   

We define assessment as a process of continuous improvement, and evaluation as determining the impact of our many programs on the student experience.  We frame assessment as a cycle of inquiry, starting with questions about student learning and our processes, moving through data collection and analysis to reflect on our results, sharing our findings with our communities, and using these findings to inform change.  We also know the student experience does not look the same for all students, and that it is imperative to ground our work in considerations of equity.

We Commit To The Following Practices For Equity-Minded Assessment¹:

1.

Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.

2.

Use multiple methods and sources of evidence appropriate for the students being assessed and the assessment effort.

3.

Include student perspectives and take action based on those perspectives.

4.

Ensure collected data can be meaningfully disaggregated and interrogated (including to look at intersectionality)

5.

Increase transparency in assessment results and subsequent actions are taken.

6.

Make evidence-based changes that address issues of equity that are context-specific.

 


We must engage our worldview and critically reflect on how this impacts what we value, who sits at the table, and how we make meaning of data.  And we must commit to a practice that ensures that we do not need to say “equity-minded assessment” or “socially just assessment;” assessment itself must inherently be for equity. ²

Additionally, the staff in Assessment, Evaluation, and Organizational Development (AEOD) join our VCSA colleagues in making Strategic Commitments to Address Anti-Blackness  (p. 4). Part of the work of AEOD this year is to plan and implement a strategy for assessing how all VCSA units are meeting these commitments.  We, along with the rest of the division, look forward to reporting out to the campus community every August on how we are meeting our commitments, through outlets such as the VCSA website and Triton Time

If you have questions, comments, or feedback on the AEOD commitments, please contact Shannon Milligan, Director of AEOD, at smilligan@ucsd.edu.


1. Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

2. DeLuca Fernández, S. (2015). Critical Assessment [PDF of PowerPoint slides]. Retrieved from http://studentaffairsassessment.org/structured-conversations

Get Assistance

Learn more about AEOD or if you would like assistance with any assement related tasks please fill out our request form below:

Contact Us

Student Affairs Assessment, Evaluation, and Organizational Development University Center 112
9500 Gilman Drive #0015
La Jolla, CA 92093-0015
Email: sa-assessment@ucsd.edu

Shannon Milligan 
Director of Student Affairs Assessment, Evaluation, and Organizational Development
smilligan@UCSD.EDU

Elizabeth Jimenez Perez 
Graduate Assistant, Student Affairs Assessment, Evaluation, and Organizational Development 
e1jimenezperez@ucsd.edu