Hello again! I’m back talking about the PAIR model for assessment that actually fits how we think and work. So far, we’ve talked about Preparing with intention, Assessing with evidence, and Intervening with purposeful. But like any good story, we’re not done yet. The final step in our PAIR model is about closing the loop and checking our progress. Because, as Elphaba would tell you, no spell is complete without the final verse.
R = Reassess, a.k.a. Rinse, Repeat, and Don’t Ghost Your Data or Your DAC
So you changed something, great! This is the “did it work?” phase. It’s time to reassess. Use the same tools, same outcomes, but this time look over your improved strategies with a keen eye. Because the HLC isn’t just looking for plans, because plans alone do not improve learning; evidence does, so bring on the evidence, like Sherlock. It’s elementary, my dear Watson! HLC expects us to close the loop, not just nod at it from across the hallway. In fact, core component 3E. requires an institution to “improve the quality of its educational programs based on its assessment of student learning.” This isn’t a somewhere over the rubric fantasy; we are talking about evidence-based, data-driven, employee-empowered reflection and action. Just like in Gotham, at GCC we don’t guess; we follow the evidence. So, after making a change, whether small or sweeping, you’ll want to check back in:
- Did student learning improve?
- Did the intervention have the intended effect?
- Are additional adjustments needed?
Reassessment isn’t about perfection; it’s about progress. It’s how we evolve our courses, strengthen our programs, advance our institution, and ensure our efforts actually support student success. It’s also where we close the loop. Without it, we’re just guessing. With it, we’re building a culture of continuous improvement, one cycle at a time. Data from reassessing matters, because even if nothing changed, the evidence still points us forward toward improved student learning outcomes. Whether you’re wielding a rubric or riding a broomstick, the real magic of assessment happens when we reflect, revisit, and refine.
In Conclusion
I want to urge you to channel the spirits of Batman, Holmes, or Elphaba because none of them accomplished anything alone, so step up and PAIR up! The PAIR cycle reminds us that teaching and learning are ongoing partnerships, too, not solo missions. In the same way, curriculum works better with assessment, and faculty and staff work better with each other. And yes, a nice wine is always better with cheese. Or maybe, with a good song and a bubble!
Done right, assessment isn’t a checkbox. It’s a reflective tool that helps us teach more effectively, support our students more intentionally, and sometimes even spot chaos before someone claims the Joker and Professor Moriarty are in league with the Wicked Witch of the West!
So PAIR up with your curriculum, PAIR up with your colleagues, especially your friendly DAC, and PAIR up assessment with actual improvement because Batman without Robin is like a theory with no evidence and Glinda without Elphaba is just a sparkle queen belting out solos without a harmonizing counterpoint. In assessment, just like in stories, collaboration brings the magic!
#CurriculumThatCounts
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.
