[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585581-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-585581-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","evidence-based-storytelling-in-assessment-occasional-paper-no-50","Evidence-Based Storytelling in Assessment - Occasional Paper No. 50","","Education and assessment work frequently rely on buzzwords and acronyms without unpacking their meaning, especially around what it means to “enhance institutional effectiveness” or “improve student learning.” This occasional paper re-examines what “use of assessment results” and “closing the loop” entail, noting that there is not enough regular use. It frames an alternative conception of use through evidence-based storytelling and connects these stories to assessment practice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evidence-based-storytelling-in-assessment-occasional-paper-no-50/585581/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evidence-based-storytelling-in-assessment-occasional-paper-no-50/585581.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What issue does the paper highlight about assessment terminology?","Question",{"text":62,"@type":63},"It argues that education and assessment frequently use buzzwords and acronyms without critically examining what they actually mean, particularly claims about improving student learning and institutional effectiveness.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper interpret “use of assessment results” and “closing the loop”?",{"text":67,"@type":63},"It reviews the implied process of examining results, making changes, and expecting increased learning, while stressing there is no clear framework for what counts as improving learning or closing the loop.",{"name":69,"@type":60,"acceptedAnswer":70},"What is the role of evidence-based storytelling in assessment?",{"text":71,"@type":63},"The paper presents evidence-based storytelling as an alternative lens for understanding and encouraging evidence-based stories tied to assessment, aiming to refine the concept of use and its connection to assessment practice.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585581,1792231315,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","February 2021 N 0 50  \nNational Institute for  \nLearning Outcomes Assessment  \nEvidence-Based Storytelling in Assessment  \n[www.learningoutcomesassessment.org](www.learningoutcomesassessment.org)  \nNatasha Jankowski  \nContents  \nAbstract   3  \nEvidence-Based Storytelling in Assessment . . . . .4  \nUse of Assessment Results   4  \nCausal Claims   4  \nAlternative Conceptions. . . . .6  \nThe Importance of Being Carol Weiss. . . . .7 Assessment and Stories   8  \nEvidence-Based Storytelling. . . . .9  \nWarrants and Arguments. . . . . 10  \nImplications for Practice. . . . . 11  \nConclusion   11  \nReferences   13  \nAbout the Author   15  \nAbout NILOA   16  \nPlease Cite As:  \nJankowski, N. (2021, January) . Evidence-based storytelling in assessment. (Occasional Paper No. 50). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNational Institute for  \nLearning Outcomes Assessment  \nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nIn the field of education, we bump constantly into buzzwords, pass unclear phrases in the hall, and greet acronyms as good friends. Yet rarely is it that we unpack or critically examine what is meant when phrases are uttered. What does it actually mean to “enhance institutional effectiveness”? To “foster synergy”? To “improve student learning”? In the field of assessment, thereis a stated desire for “more use of assessment results,” to “close the loop.” There is agreement that the purpose and intention for engaging in assessing student learning is to ultimately “improve student learning” but there is no clear framework for what “improving student learning” entails or what it means to “close the loop.” However, there does seem to be agreement that whatever “use” might mean, there is not enough of it happening let alone with regularity (Kuh et al., 2015) . This paper provides an overview of an alternative conception of use through the lens of evidence-based storytelling—an approach that has been used at the National Institute for Learning Outcomes Assessment (NILOA) to refine and encourage evidence-based stories in assessment (Jankowski & Baker, 2019) . This occasional paper serves two main purposes: to re-examine what is meant by use of assessment results and to unpack evidence-based storytelling and its connection to assessment.  \nNational Institute for Learning Outcomes Assessment | 3  \nEvidence-Based Storytelling in Assessment  \nNatasha Jankowski  \nIn the field of education, we bump constantly into buzzwords, pass unclear phrases in the hall, and greet acronyms as good friends. Yet rarely is it that we unpack or critically  \nexamine what is meant when phrases are uttered. What does it actually mean to “enhance institutional effectiveness”? To “foster synergy”? To “improve student learning”? In the field of assessment, there is a stated desire for “more use of assessment results,” to “close the loop.” There is agreement that the purpose and intention for engaging in assessing student learning is to ultimately “improve student learning” but there is no clear framework for what “improving student learning” entails or what it means to “close the loop.” However, there does seem to be agreement that whatever “use” might mean, there is not enough of it happening let alone with regularity (Kuh et al., 2015) . This paper provides an overview of an alternative conception of use through the lens of evidence-based storytelling—an approach that has been used at the National Institute for Learning Outcomes Assessment (NILOA) to refine and encourage evidence-based stories in assessment (Jankowski & Baker, 2019) . This occasional paper serves two main purpose","cbCaiuGCa9bdpKwL","https://ap.wps.com/l/cbCaiuGCa9bdpKwL","pdf",260811,17,"English","# Abstract\n# Evidence-Based Storytelling in Assessment\n## Use of Assessment Results\n## Causal Claims\n## Alternative Conceptions\n## The Importance of Being Carol Weiss\n## Assessment and Stories\n## Evidence-Based Storytelling\n## Warrants and Arguments\n## Implications for Practice\n# Conclusion\n# References","[{\"question\":\"What issue does the paper highlight about assessment terminology?\",\"answer\":\"It argues that education and assessment frequently use buzzwords and acronyms without critically examining what they actually mean, particularly claims about improving student learning and institutional effectiveness.\"},{\"question\":\"How does the paper interpret “use of assessment results” and “closing the loop”?\",\"answer\":\"It reviews the implied process of examining results, making changes, and expecting increased learning, while stressing there is no clear framework for what counts as improving learning or closing the loop.\"},{\"question\":\"What is the role of evidence-based storytelling in assessment?\",\"answer\":\"The paper presents evidence-based storytelling as an alternative lens for understanding and encouraging evidence-based stories tied to assessment, aiming to refine the concept of use and its connection to assessment practice.\"}]","Evidence-Based Storytelling in Assessment - Occasional Paper No. 50 | PDF",1792055171,43]