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Start by documenting my assumptions about myself, my role, the unit, the students we serve and their experiences and see what unexamined bosses are influencing our work to begin with. If we don’t re-examine our goals, we can’t fix how we assess them.

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Question the status quo, considering identity and intersectionality, and critically assess barriers to access

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Question the status quo, considering identity and intersectionality, and critically assess barriers to access

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By taking criticism as a gift and not a threat to our value or existence.  

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By taking criticism as a gift and not a threat to our value or existence.  

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Reconsider WHY we’re assessing what we’re assessing and thinking back to the core values and making sure those whys align.

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Look at the language in each assessment.  Does the wording place the onus on the student?  Or on the institution?  Graduation gap vs. opportunity gap

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Look at institution's role in creating barriers and environments that lead to inequitable conditions for student success

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I think the Tia Brown-McNair work has resonance at CSU and can be used as a reference point for becoming a student-ready university vs. focusing on students becoming "university-ready" as their burden.   

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I think the Tia Brown-McNair work has resonance at CSU and can be used as a reference point for becoming a student-ready university vs. focusing on students becoming "university-ready" as their burden.   

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How our own socialization and biases affect how we view achievement and success. Am I devaluing someone's growth because it doesn't fit in with my version of success?

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Starting with my identity, background, and what I have learned directly and indirectly through my culture and education, then problematizing those “facts”

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Speak out and don't just observe and internalize. 

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Speak out and don't just observe and internalize. 

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What is the purpose of this assessment? Whose voice are missing? What assumptions are we making?

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What is the purpose of this assessment? Whose voice are missing? What assumptions are we making?

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That "student success" is different for everyone and holding all of your students to one standard is not equitable and will only leave students behind and make them feel like they don't belong

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I have to stop causing harm and learn what those blind spots are where I may inadvertently be doing so.

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What are my identities in relation to those who are the focus of the assessment? What is my positionality? What are my limitations in understanding?

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What are my identities in relation to those who are the focus of the assessment? What is my positionality? What are my limitations in understanding?

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challenge our assumptions and biases.

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Considering both culture AND process

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Continuous and ever-evolving

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By seeing the multi-faceted ways institutions interact with culture and impede or benefit different students disproportionately

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Incorporate universal design principles into assessment development

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Realize the instructions we are using could be unclear and make a student feel unsuccessful because the instructions were confusing

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Creating a space for growth. Being open to hear how my words/actions may have caused harm to an individual. Intent vs impact conversations.

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Asking is this really going to get me the answer that I'm looking for? By me trying to get this answer, am I creating a gap 

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Asking is this really going to get me the answer that I'm looking for? By me trying to get this answer, am I creating a gap 

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Knowing that I will always need to continue learning and 

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Knowing that I will always need to continue learning and 

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Identify where we can and cannot change the system from our current position. Thinking about federal funding structures, external rule systems that influence and determine measures we are supposed to be using and then find where we can move forward and push the needle in a better direction