Humanizing Assessment Reporting: Challenging Prevailing Reductionist Reporting Requirements to Focus on What Really Matters

A Webinar by Weave Academy

Presenter: Dr. Peggy L. Maki

Date: Thursday, November 2nd

Time: 2-3pm ET/1am-12pm PT

Who Should Attend?

  • Faculty, administrators, institutional leaders and the range of professionals focused on assessment, teaching, and learning across an institution or focused on preparing assessment reports


  • Beginner
  • Intermediate
  • Advanced

Participant Outcomes:

  • Share responses to a campus assessment report that relies solely on quantitative reporting of students’ achievement  levels to recommend an improvement practice
  • Based on our discussion, Identify some limitations in your institution’s, program’s, or external agency’s  assessment report
  • Identify some questions you may wish faculty and others to explore after you have received  assessment results, such as “What are the specific practices in courses that document high success rates for women and historically underrepresented students?
  • Time permitting, share some current assessment reporting guidelines or requirements that require  deep interrogation of assessment results, leading to identifying  efficacious improvement practices along with strategies to implement and sustain them


Prioritization of quantitative assessment results, objectification of students as numbers, coupled with the excel-or spread-sheet approach to reporting required information or data dominate prevailing assessment report requirements, providing limited space to focus on what really matters to teachers and benefits our students—learning about and expanding our repertoire of efficacious educational practices and approaches to teaching and learning that improve and promote students’ learning across our demographics. To that end we need to focus our reports on the results of taking a collaborative deep dive underneath quantitative results and objective representations of our students. Why? To explore and then identify efficacious “on-the-ground” practices--the range of context- or or even research-informed practices or approaches that provide evidence of improving students’ learning across our demographics, including assisting students overcome learning barriers along the way. A humanized assessment report should, then, be anchored in our lived professional experiences teaching students across (1) our demographics and the individualized ways students learn; (2) different approaches to teaching and learning to support and promote students’ achievement of equitable outcomes, (3) modes of delivery, (4) contexts for teaching and learning, and (5) other variables and factors that contribute to the processes of teaching and learning—such as evolving developments in technology. To anchor this assessment report focus, Maki proposes:

  1. Inquiry-based paths to explore to humanize reporting
  2. Strategies for how and where (such as the institution’s teaching and learning ecosystem or faculty social networks focused on effective implementation of a practice ) to dive beneath quantitatively represented assessment results and depersonalized representations of students, to learn about and identify a range of recommended efficacious practices that improve students’ learning across an institution’s demographics
  3. Suggestions for more meaningful visual, interactive, or narrative ways to represent assessment results; evidence of our students’ progress over time; their feedback about the efficacy of specific practices; and the range of recommended efficacious practices that surface from a deep dive beneath bare bones numbers into the realities and challenges of teaching and learning.

About the Presenter:

Dr. Peggy L. Maki

Education Consultant

Specializing in Assessing Student Learning in Higher Education

Peggy L. Maki writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 650 institutions in the United States and abroad and has written books and articles on assessment for over 22 years. Among those in the recent past are Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), and Transforming Digital Learning and Assessment (co-edited with Peter Shea, Stylus, 2021).

She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Advisory Panel of the National Institute for Learning Outcomes Assessment (NILOA). In addition, she has served as sole consultant to two states’ commissions of higher education, working with faculty, other educators, and institutional leaders to develop institutions’ assessment reports focused on assessing students’ authentic work. Currently she is focused on ways to humanize assessment reporting, challenging prevailing reductionist reporting requirements. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.