A 'continuous improvement'‐based approach for the assessment of student learning

Student learning is primarily a function of teacher centric and institution centric processes. For sustained gains in student learning, it is important to have a feedback mechanism between 'teaching' and 'assessment', which we have addressed through the adoption of continuous improvement (CI) philosophy. In this paper, through assessment of student performance, we demonstrate the effectiveness of the application of CI theory for teacher centric processes particularly in attaining student learning related goals by the adoption of plan, do, check and act (PDCA) cycle to one of the quantitative methods courses that we teach. The demonstration of the application of CI theory for teacher centric processes could be easily extended to other facets of student learning not explicitly considered in this research paper for the holistic treatment of the issue of student learning.