How to acquire evidence about what students know and can do with their learning is the crucial question for a college or university that seeks to provide a high quality education and it is a question that higher education itself needs to answer. Institutions engaged with DQP and Tuning efforts have stated that they are able to make more intentional decisions about what to do for students and how best to do it, prompting a culture shift toward considering teaching and learning in different and invigorating ways. In addition, colleges and universities have found within the DQP a framework for institutions and programs to provide evidence of student accomplishment of learning (Rogers, Holloway, & Priddy, 2014). In some ways, engagement with the DQP and Tuning involve considerations of an educational perspective that includes assumptions about how students learn, what assessing that learning over time can do, and how focusing on students’ learning can enhance the quality of individual student learning. As stated by Susan Ambrose, Michael Bridges, Michele DiPietro, Marsha Lovett, and Marie Norman (2010),
- Learning is a process, not a product. However, because this process takes place in the mind, we can only infer that it has occurred from students’ products or performances.
- Learning involves change in knowledge, beliefs, behaviors, or attitudes. This change unfolds over time; it is not fleeting but rather has a lasting impact on how students think and act.
- Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences (p. 3)