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LILLARD'S ASSESSMENT: The notion of academic rigor is a somewhat loaded term, and educators likely disagree about its precise contours. Be that as it may, Depka has supplied helpful tactics and tools for its pursuit. Her distinction between difficulty and complexity is an especially critical concept, and many of her templates are helpful practical aids. The section on breaking down standards was forgettable…but perhaps that is simply owing to my own biases. Depka goes beyond mere methodological instruction, by addressing how to inspire and cultivate these skills/competencies within students.

LILLARD'S ASSESSMENT: Part One distinguishes between evidence and information. Sustaining a culture of evidence is not about the type or amount of information, but rather “habits of question asking, reflection, deliberation, planning, and action”. (p. 46)

Part Two tackles the problem of buy-in when stakeholders suffer fatigue and frustration. It prescribes thoughtful and consistently-communicated definitions, and cautions against neglecting assessment until just prior to accreditation, as this indicates assessment is nothing more than a compliance activity.

Part Three concludes by encouraging methodical implementation. Trying to do too much too fast can result in, “…a lack of direction and focus, and, in the worse cases, a sense of fragmentation and incoherence that can undermine the capacity…to make needed improvements”. (p. 185) Finally, institutions are called to courage evidenced by transparency. Though risky, this is the only path to authentic trust.