As it is part of the professional responsibility of programs and faculty members to
collect and evaluate evidence of student learning to make appropriate improvements
in curriculum and pedagogy, the control over that assessment process should also rest
with the responsible parties. Programs and faculty members can make the best choices
about the learning outcomes, the most effective assessment methods, the best processes
for collecting and analyzing the data, and the most informed judgments about what
changes are suggested by the evidence.
Assessment evidence of student learning is not intended be used to negatively affect the employment, promotion status, or salary of faculty. Ferris recognizes that faculty can best collect and analyze effective evidence of their student learning and make changes to enhance the educational environment when they can do so without fear of penalty.