This article examines the position of academic institutions on the need for continued commitment to assessment and at the same time deals with strong faculty sentiment on the subject. The article proposes to re-conceptualize assessment activity as a scholarly process whose products make a contribution to the broader conversation about teaching and learning in higher education. In making a case for this rightful elevation of assessment activity by members of the academy, it will first show that assessment is not service, but scholarship. Second, it will discuss assessment as a legitimate form of research that meets both the definition and spirit of the term. Third, the extension of its value as scholarship to both scholarly and non-scholarly audiences. Finally, the movement of assessment into the realm of creative and scholarly endeavor and beyond mere service.
Litterst, J. K., & Tompkins, P. (2001). Assessment as a Scholarship of Teaching. Journal of the Association for Communication Administration, 30(1), 1–12.