The Assessment Process A Continuous Cycle 1 Establish

The Assessment Process: A Continuous Cycle 1. Establish Outcomes or Goals 4. Use the Results 2. Provide Learning and Development Opportunities 3. Assess Student Learning and Development Suskie, 2009, p. 4

The Assessment Process: A Continuous Cycle Gather Evidence Mission/Standards Identify Outcomes Maki, 2004, p. 5 Interpret Evidence Affirmation or Implement Change

What is Assessment? Assessment is a rich conversation about student learning guided by data. -Ted Marchese The purpose of assessment should be informed decision making. -Barbara Walvoord

What is “Good” Assessment? Used Reasonably accurate & truthful results Cost effective Valued Clear & Important outcomes or goals Suskie, MSCHE

Why Assessment? Middle States Commission on Higher Education Standard 1: Mission and Goals. . The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness. Standard 7: Institutional Assessment. The institution has developed and implemented an assessment plan and process that evaluates its overall effectiveness in achieving its mission and goals, its efficiency in the use of its resources, and its effectiveness in assuring that its students and graduates achieve the appropriate learning and other outcomes. Standard 9: Student Support Services. The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students. Standard 14: Assessment of Student Learning. Assessment of student learning demonstrates that the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals.

Why Assessment? Nazareth College “Ongoing assessment serves several purposes at Nazareth College: it enhances student learning through ongoing reflection and innovation in instruction and services; it helps us to identify and communicate our strengths and successes; it provides a basis for planning and setting priorities; and it strengthens our accountability to accrediting agencies, governing bodies, and other stakeholders in the Nazareth community… Each academic program (major, core) and administrative unit has an assessment plan that states a mission, enumerates learning outcomes or service-related outcomes, describes a methodology and timeline for assessment, and projected uses of assessment data. ” (Nazareth College Institutional Framework for Assessment)

Ask yourself…other than “Because ____ says I must, ” why do you believe you should engage in assessment?

Assessment: Other questions to ask yourself… 1. Which outcomes should be assessed & why? 2. When should it be done? 3. Should it be repeated? 4. How will the data be analyzed? 5. How will the results be used? 6. Is this feasible? 7. Should this be sustainable and is it?

References n n n Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing. Middle States Commission on Higher Education, (2005). Assessing student learning and institutional effectiveness: Understanding Middle States expectations. Philadelphia, PA: Author. Middle States Commission on Higher Education (2007). Student learning assessment: Options and resources. (2 nd ed). Philadelphia, PA: Author. Suskie, L. (2009). Assessing student learning: A common sense guide. (2 nd ed. ). San Francisco, CA: Jossey Bass. Walvoord, B. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass. Wright, B. D. (2008). Closing the loop: How to do it and why it matters. AAC & U Institute on General Education. Retrieved: http: //www. aacu. org/meetings/institute_gened/documents/WRIGHT_ Closing. Loop. AACU_6 -08. ppt.