Transformative Assessment in higher education can be compared to hands-on active learning in lower grades. To evaluate higher education programs, schools and faculty were using student surveys to determine program effectiveness. However, these tools often failed to measure student learning and gave poor understandings of program effectiveness and faculty success. Those current assessment tools failed to tell the whole story (Lorenzetti, 2004, 3). Therefore, the Transformative Assessment Project (TAP) was developed and created an active learning tool for students and assessment methods for schools and faculty to more accurately determine student progress and learning.
For baseball players to learn to hit a ball, they must practice swinging the bat and perform active participation in batting practice and in games. Student learning abilities must be exercised in similar methods by allowing students to active participate in hands-on activities as well. When drivers operate a vehicle at night, they need headlights to see. Students need tools with which to work and successfully manage hands-on learning activities. These hands-on activities create assessment tools for teachers to evaluate active learning methods of students in the moment, not after they have learned the material from a book.
To start a TAP, teachers create a rubric that outlines areas of emphasis for students and what they should master in the plan. Teachers keep track of student learning and progress throughout the program and evaluate progress. The transformative plan will focus on different aspects of student progress and allow teachers to manage teaching techniques to meet student needs. This learning style is based on learning processes, not evaluating learning outcomes from only one teaching method.
Lorenzetti, J. (2004). Transformative Assessment in Higher Education. Distance Education Report, 8(6), 3-7.