Assessment to improve student learning and program effectiveness is an essential skill for student affairs practitioners. Empirical findings from a content analysis of the Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2010) shed important light on reflexivity as a foundational aspect of assessment. Based on these findings, we present a conceptual model that positions assessment and reflexivity at the center of student affairs practice and offer concrete recommendations for reflexive student affairs assessment.
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