Assessment is an important tool to help interested parties determine if their courses or programs are doing the things they were designed to do. On this page, we have gathered information from NetVUE schools and the primary literature about assessing vocation-related goals and programming. The examples provided are meant to give you ideas about what you can do. Some of them are ready to be used as they are, while others will require some time and thought to adapt to your particular program or context.
Keep in mind that assessment does not have to be complicated to be useful. As you browse the resources, consider which approach will give you the information you need to make decisions about whether to keep doing something or change what you are doing. Thank you for your interest in better understanding the impact of your work on the faculty, staff, and students on your campus.
Classroom Specific Tools
There are a variety of ways to assess vocation-related learning goals within a course, including rubrics, writing samples, checklists, images, and self-assessment exercises.
Ways to Survey
Survey approaches vary from counting participation to open-ended questions or multiple-choice questions. These approaches can be used to learn more about learning outcomes and the effectiveness of programming initiatives.
Published Survey Scales
There are a number of survey measures related to vocation, calling, and work that are relevant to vocation-related learning outcomes or program goals.
Open Ended Explorations
Open ended explorations like focus groups and needs assessments are useful when launching a new initiative or when clarity is needed on what questions to be asking participants.
Do you have a vocation-related assessment tool that you’d be willing to share with the rest of the NetVUE community? Is there something you were hoping to find here but couldn’t? Contact Rachael Baker, NetVUE director of professional development, at rbaker@cic.edu to follow up.