By Maia de Caro

The Assessment Cycle is composed of five stages: 1) Assessment Plan Development, 2) Implementation, 3) Analysis & Summary, 4) Storytelling, and 5) Action Planning & Next Steps. This blog post focuses on Storytelling.

My project began by trying to understand assessment within the division of Student Life and evolved into a more specific focus on the role numbers play in assessment. Having identified my focus, I looked into the Signature Program Assessments (SPAs), a unit-level assessment mechanism whose structure is ultimately rooted in the Assessment Cycle. Early on in my research process, I looked into various components of the assessment process, and I thought the idea of Storytelling as a method of sharing results was fascinating. 

The purpose of assessment is to evaluate the effectiveness of a program in achieving its goals, identify gaps, and develop strategies for improvement. However, assessment does not end with data collection and analysis; sharing results is essential for ensuring transparency and accountability. Storytelling bridges numbers and narrative, turning raw data into actionable insights and meaningful reflections. It informs stakeholders about gaps, highlights areas for improvement, demonstrates alignment with institutional objectives, and fulfills a key principle assessment: encouraging improvement.

While quantitative data is invaluable for measuring performance and identifying trends, it is insufficient on its own to tell the full story. Numbers provide a surface-level understanding but often fail to capture the deeper impact of programs or explain the reasons behind the data. This is where qualitative data becomes essential as they contextualize the numbers. Storytelling helps to close the gap between the quantitative and the qualitative. For instance, numbers might show low participation in a program, but qualitative data could show that students, albeit a small number, loved the programming, revealing a gap that needs addressing. It also helps show that units are moving forward and achieving growth. By acting as a bridge between quantitative and qualitative data, Storytelling provides a more holistic understanding of program impact, emphasizing both metric results and the personal perspectives behind them.

An important thing to note about stories is that they are public-facing, meaning that they are not always entirely transparent about the state of programs. While they may hint at challenges or gaps, they often stop short of directly stating them. Instead, numbers are presented as evidence, allowing audiences to draw their own conclusions while maintaining a positive framing. This approach, while grounded in data, subtly shapes perceptions about the efficacy of programs and contributes to how they are understood by external audiences. Since these stories represent the final, polished version of assessment results, they play a critical role in influencing public opinion and aligning with institutional priorities. Balancing honesty with strategic messaging is crucial, especially considering funding, where certain programs are financed by government grants, where overly critical narratives could jeopardize support. The goal is less about “spinning” results and more about being thoughtful in framing and ensuring that numbers back up claims while presenting programs in a constructive light.

Ultimately, Storytelling is more than just sharing data—it is about creating a narrative that combines numbers with experiences, showing both progress and areas for growth, and in turn, helping Student Life staff to reflect on their work, make informed decisions, and drive meaningful change. At its core, Storytelling provides a clear and compelling way to communicate impact.