Theory of Change: A Theory-Driven Approach to Enhancing Instructors’ Reporting on Classroom Assessment (iROCA)

This article examines a mid-sized teaching university’s (MTU) institution-led assessment (ILA) model and addresses how institutions can effectively guide academic assessment of student learning outcomes. For this article, institution-led assessment (ILA) refers to a coordinated model in which the institution takes an active role in designing, supporting, and aligning assessment infrastructure, distinct from campus-wide assessment (CWA), in which individual programs operate largely independently. A Theory of Change (ToC) framework guided the design and implementation of iROCA (Instructors Reporting on Classroom Assessment), a five-year initiative focused on embedding Institutional Student Learning Outcomes (ISLOs) into faculty workflows, implementing assessment technology, project management software, and establishing the infrastructure necessary for a subsequent five-year Program Student Learning Outcomes (PSLO) assessment cycle. The article presents ILA as a scalable and sustainable practice for college campuses and demonstrates that when institutions take an active coordinating role, assessment participation increases and practices become more coherent. The article concludes with evidence of impact and recommendations for future research.