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Think About It

What is assessment and why do you need to do it?

Why should we do assessment? Why should you value assessment?

What is assessment?

"Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness" (Upcraft and Schuh, 2001, p. 4)

In other words, using data to determine how well we are doing what we are doing.

Quality

Survival/Cost-Effectiveness

Strategic Direction

Decision Support

Accreditation

Types of Assessment

Types of assessment conducted for student services, programs, and facilities

Needs Assessment

Tracking Assessment

Satisfaction Assessment

Culture and Environment Assessment

Outcomes Assessment

National Standards Assessment

Assessment Cycle

Step 1: Determine What You Are Going to Assess

Consider the mission: Overall, always consider the mission of your institution first! "What is the mission of the department, division, college or university?" Learning Reconsidered2 What is the purpose that you exist? Are you fulfilling that purpose?

MISSION STATEMENT EXERCISE: 3 MINUTES

To answer these questions, what do you need to assess? How do you need to assess it?

Modified Logic Models as an Option

Outcomes Assessment

Fundamental question to ask: "What affect does your program or service have on clients learning, development, academic success, or other intended student learning outcomes?" (Schuh and Upcraft, 2001)

Formulate outcomes that answer "Is what we are doing having any effect, and if so, is that effect the intended one?"

  • Career: Students will be able to describe their skills and interests and make appropriate choices of major and early career steps.
  • Development: Students will formulate an intentional curricular and co-curricular plan for their collegiate journey.
  • Academic Success: Students will make a schedule for completion of degree and be able to follow or revise it as necessary. Students will learn to use campus resources to support their learning and personal needs.
  • Service Learning: Students will recognize opportunities for making responsible, reflective decisions about and for both themselves and the community around them

Satisfaction Assessment

"A satisfaction assessment seeks to determine if student or client experiences with programs, services, or learning opportunities are of high quality and consistent with the institution's mission". (Sanders and Burton, 1996)

Examples:

  • Point-of-contact or spot evaluations to assess users experience with the service or program immediately (e.g., trainings, workshops, overall program satisfaction, etc.)
  • Students will be satisfied with the opportunities provided to enrich their cultural experiences.
  • Faculty and staff will be satisfied with X and Y of the payroll process.

Use of Results

Write It, Measure It, Collect It

Once you determine what you need to assess, write the outcome or objective, determine the appropriate measure for it, and collect the data.

How are you going to use these results to improve your program, service, or facility?

What happened after you implemented the plan you developed to improve your unit?

Collect the Data

Administer the instrument you selected and collect the data.

Write It

Putting It All Together!

Satisfaction Assessment: (Those served) will be satisfied with ___.

  • Students will be satisfied with the quality of the admissions counseling process, including evaluation of student credentials and the selection and notification process.
  • Faculty and staff will be satisfied with the availability of parking.

Learning Outcomes Assessment: As a result of student participation in ___ they will learn ___; or students will (active verb) ___

  • As a result of a two-day program for fraternities and sororities, greek leaders will be able to identify chapter and/or Greek traditions that are beneficial to the organization.
  • Students will identify behaviors of healthy relationships and design ways in which they will engage in healthy relationships with others.

Outcomes Assessment:

  • Students will indicate that the orientation program was helpful in informing them about the history, traditions, and integration into the institution.
  • Students are able to articulate the services and programs available to them through the college or university.

EXERCISE

Measure It

Determine what instrument you are going to use to assess the outcome or objective and establish a target or the desired level of performance. (e.g., survey, rubric, interviews, data, non-traditional format, etc.)

Ensure the measure that you use match the outcome you are measuring.

  • Satisfaction: typically assessed using surveys, can use focus groups or the like
  • Learning Outcomes: based on the active verb. If assess their ability to explain something, can use an essay scored with a rubric. If identify something, develop a list.

Analyze and Report the Results

What happened?

  • How many participants?
  • Who did, said, experienced what?
  • How was the measure administered? How many were involved?

What did you notice?

Are there underlying issues that might be of concern?

Are there cautions that the reader should be aware of when reading the results?

SUSLA: Assessing Business and Finance

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