Hello again! In my prior post, I introduced the PAIR model, our fresh, streamlined approach to assessment that we think (& hope you will agree) actually fits how we think, teach, and work. 

Before we can measure learning, we need to know what we’re looking for. This step is all about intentionality, choosing a learning outcome, aligning it with broader goals, and deciding how we’ll gather evidence. Whether you’re more cape-and-cowl or bubble-and-wand, one thing’s true: no mission, or magic, succeeds without a solid plan.  Now, let’s dig into the first step of the PAIR cycle: 

P = Prepare a.k.a. Planning Session in the Batcave, Floating Bubble, or Your Curriculum Committee 

Before you assess anything, you’ve got to prepare. That means building your Batmobile, or more accurately, your learning outcomes and curriculum maps. This past year, we focused heavily on this step, aligning Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs), and scaffolding everything up to our Institutional Outcomes (cue dramatic music…).

As Glinda might say, “It’s not about aptitude, it’s the way you’re viewed,” but in assessment, we need both. The Higher Learning Commission (2024) said, “Assessment of student learning is a shared commitment and must involve faculty in meaningful ways across the curriculum.” Translation: don’t let your assessment plan look like Robin whipped it up while Batman was on a Starbucks run or like Elphaba wrote it while flying low over Oz in a fury. “

Preparation isn’t just checking boxes; it’s where we build in meaning and make sure assessment isn’t random. This phase is all about intentionality.  So, whether you’re a good witch or a caped crusader, assessment without preparation is just guesswork in a costume.  

Not sure how to Prepare? Start by naming the one thing that, if students knew, understood, or could do, would have the biggest impact on their success (read more here). That’s the kind of focus that turns a course into a curriculum that counts. Not sure how to make assessment work for you? Whether you need a sidekick, a consulting detective, or a little magic, email assessment@gccaz.edu.  You know your students and subject; we can help you clarify the outcome, connect it to the right level, and craft a plan you can use to make Assessment work for you and your students!

#CurriculumThatCounts 

Stay tuned for Post 3 of this 5-part series: A = Assess, where we’ll talk about what actually happens when you start gathering data.