PSE performance metrics may have unintended consequences

December 1, 2015

“The desire to measure attainment, progress and calculate ‘added value’ is becoming increasingly pervasive” in higher education, writes an anonymous contributor to The Guardian. On a basic level, these metrics may be valuable for introducing much-needed transparency and accountability into teaching and administrative decision-making. Yet the author argues that there may be unintended consequences from reducing everything to metrics, which begs the question: “will endless measuring turn them into better, more engaged, students, or simply more cynical ones?” The author concludes that some of the most important aspects of higher learning are the ones that are most difficult to measure; therefore, we should spend just as much time celebrating what cannot be measured as we do searching for new performance indicators. The Guardian (UK)