| Assessment is "a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way" (Banta and Palomba, 1999, p. 1). Accordingly, the process is not complete until educators have considered the impact of assessment findings on their educational practice. This includes reporting assessment results to appropriate constituencies and using assessment information to make decisions that impact the future (as depicted in Figure 1). Reports of assessment findings should be designed to meet the information needs of various constituencies. Constituencies for program-level assessment information might include other units within the university or college, state legislatures, accrediting bodies, alumni, employers, accounting advisory board, prospective students, or departmental committees/faculty. Constituencies for course-level assessment information might include the individual faculty member, other faculty who teach the same course, other units within the university/college that depend on course-level competencies, or departmental assessment committees. Assessment findings might lead to a range of decisions about the educational environment. For an accounting program, decisions might include changes in any of the following: admission standards and processes; design and sequence of general, business, and accounting courses; and design or availability of non-course activities (e.g., Beta Alpha Psi, internship programs, Volunteer Income Tax Assistance Program, or advising process). For an individual course, decisions might include changes to the design or sequence of individual assignments, classroom activities, or grading methods. References to specific sources of information about use of assessment results for decision making:
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