Abstract
This article examines the how the datafication of higher education impacts student affairs practitioners. I review relevant literature over the past five years to show how the shift towards a reliance on data is implicated by universities’ need to be legitimated, both internally and externally. While assessment and the use of data promises enhanced student learning and engagement, is it aligned with student development in practice? I discuss the implications of this shift towards a reliance on data and suggest ways student affairs practitioners can approach assessment in their work.
Recommended Citation
Soltis, Brendon
(2022)
"Considering the Implications of Assessment Metrics for Practitioners,"
MAGIS: Vol. 16:
Iss.
1, Article 12.
Available at:
https://scholarworks.seattleu.edu/magis/vol16/iss1/12