This article discusses how a faculty-driven process utilized the mantra of “simple, transparent, and less burdensome” to reform assessment at a regional Midwestern university. We detail how an assessment task force transformed an unwieldy, cumbersome, and disjointed assessment scheme into a systematic, specific, and actionable assessment plan that also began to cultivate a culture of assessment that focuses on improving student learning instead of assessment focused on compliance, that is, meeting accreditation requirements.

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