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Morrow Co-Authors National Report

Jennifer Ann Morrow, associate professor, co-authored a national report titled The Assessment Profession in Higher Education: Addressing the Varied Professional Development Needs of Practitioners.

Jennifer Ann Morrow“I am very grateful for the support of my UT and AALHE colleagues who encourage my passion for teaching and engaging in quality higher education assessment work. I look forward to continued collaboration with my students and colleagues in this important area.”

The report was released by the Association for the Assessment of Learning in Higher Education (AALHE) and Watermark. The organizations stated a mission to work collaboratively in striving to develop resources that help assessment practitioners and institutions advance the practice of meaningful assessment, provide opportunities for assessment professionals to connect, as well as conduct and share research on current assessment practices and results.

AALHE and Watermark explained the report provides insights into several area of assessment including:

  • practitioners’ perceptions of assessment
  • the roles/positions and activities conducted by assessment practitioners
  • practitioners’ professional development needs

The report authors – Laura Ariovich, Conna Bral, Patricia Gregg, Matthew Gulliford, and Jennifer Ann Morrow – provided practical recommendations for institutions and professional organizations to better support assessment practitioners, particularly in the area of professional development.

  • Collaborative sharing across institutions and assessment personnel should be examined as a viable method for supporting the work of assessment practitioners.
  • Professional associations, individual institutions, and consortia should offer professional development opportunities in a wide variety of delivery methods to meet the varied needs of practitioners.
  • Topics addressed in professional development offerings must include both assessment tasks, such as conducting data collection and analysis activities, and more complex assessment work, such as creating assessment cultures and facilitating change in higher education organizations.

“We see a real alignment in our organizations to advance the practice of assessment and help institutions use better data to improve student learning and institutional outcomes – an area that is of critical and growing importance to the future of higher education,” said Monica Stitt-Bergh, AALHE President. “We share the belief that this collaboration has been mutually beneficial for our organizations and higher education more broadly.”

“We have a great deal of respect for AALHE, its researchers, and the leadership it provides for the higher education community,” said Kevin Michielsen, CEO of Watermark. “This study underscores our commitment to supporting and empowering higher education with the kind of information and insight needed to drive decision making that ultimately improves student and institutional outcomes.”

Founded in 2009, the Association for the Assessment of Learning in Higher Education is a non-profit professional association for assessment practitioners at colleges, universities, and higher education support organizations. It serves the needs of those in higher education for whom assessment is a tool to help them understand learning and develop processes for improving it. AALHE provides resources and a forum to support assessment practitioners’ professional development and the research, documentation, open discussion of issues, strategies, policies, and processes associated with the use of assessment to improve student learning and institutional effectiveness in fostering student success. For more information and to become a member, visit

About Watermark™
Watermark’s mission is to put better data into the hands of administrators, educators, and learners everywhere in order to empower them to connect information and gain insights into learning which will drive meaningful improvements. Through its innovative educational intelligence platform, Watermark supports institutions in developing an intentional approach to learning and development based on data they can trust.