Assessment at Worcester Polytechnic Institute (WPI) is a continuous, institution‑wide process that helps us understand how well we are supporting student learning, development, and success, and how we can do better. Assessment plays a critical role in advancing WPI’s commitment to:
Student‑centered learning by ensuring students are achieving meaningful learning outcomes
Continuous improvement through evidence‑based reflection and action
Academic quality and integrity across undergraduate, graduate, and co‑curricular experiences
Accountability and transparency to internal and external stakeholders, including accreditors
By embedding assessment into everyday practice, WPI fosters a culture of inquiry: one that values evidence, reflection, and collaboration in service of student success.
Assessment Cycle
Assessment is a cycle of inquiry and improvement. The process involves setting clear goals, gathering evidence, reflecting on results, and using findings to inform decisions and improvements. This process allows faculty and staff to make intentional, data‑informed improvements that enhance student experiences and strengthen institutional effectiveness.
Assessment Resources
Faculty and staff can access assessment resources through the WPI Assessment SharePoint site, which is being built out. These shared resources are designed to support consistent, high‑quality assessment practices across the university.
Faculty engage in outcomes assessment to evaluate student learning and inform curricular and pedagogical improvements.
Student Affairs Assessment
A dedicated Student Affairs Assessment Committee meets regularly to review data, discuss findings, and participate in ongoing training to strengthen assessment practice in co‑curricular areas.
Outcomes Assessment
The Undergraduate Outcomes Assessment Committee is a faculty committee that meets biweekly throughout the academic year to guide, review, and support undergraduate learning outcomes assessment across programs.
Institutional Effectiveness
Assessment findings contribute to broader institutional planning, accreditation reporting, and strategic decision‑making.
