Transcript
Page 1: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Academic Assessment

• Accountability: Are we what we say we are?

• Program Improvement: How can we be even better?

• External audiences: SACS

Page 2: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

SACS Principles of Accreditation

Quality EnhancementThe Commission on Colleges expects institutions to dedicate themselves to enhancing the quality of their programs and services within the context of their missions, resources, and capacities, and creating an environment in which teaching, research, and learning occurs.

Page 3: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

SACS Principles of Accreditation

The concept of quality enhancement is at the heart of the Commission’s philosophy of accreditation; this presumes each member institution is engaged in an ongoing program of improvement and can demonstrate how well it fulfills its stated mission.

Page 4: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

SACS Principles of Accreditation

Core Requirements5. The institution engages in ongoing,

integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.

Page 5: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

SACS Principles of Accreditation

Comprehensive StandardsInstitutional Effectiveness16. The institution identifies expected

outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

Page 6: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

SACS Principles of Accreditation

Comprehensive StandardsStandards for All Educational Programs*12. The institution places primary

responsibility for the content, quality, and effectiveness of its curriculum with its faculty.

Page 7: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The Planning and Assessment Cycle

When What

October 15, 2003 Operational Plan for 2003-04 and 2004-05

August 1, 2004 Assessment Report for 2003-04

October 15, 2004 Operational Plan for 2004-05 and 2005-06

August 1, 2005 Assessment Report for 2004-05

October 15, 2005 Operational Plan for 2005-06 and 2006-07

Page 8: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The 5-Column Report Template

Goals ObjectivesIntended Assessment Measures

Assessment Results and Student Outcomes

Actions Already Taken or Actions Planned as a Result of Assessment

Page 9: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The 5-Column Report Template: Operational Plans

Goals ObjectivesIntended Assessment Measures

Assessment Results and Student Outcomes

Actions Already Taken or Actions Planned as a Result of Assessment

Page 10: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The 5-Column Report Template:Assessment Reports

Goals ObjectivesIntended Assessment Measures

Assessment Results and Student Outcomes

Actions Already Taken or Actions Planned as a Result of Assessment

Page 11: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The 5-Column Report Template: Operational Plans

Goals ObjectivesIntended Assessment Measures

Assessment Results and Student Outcomes

Actions Already Taken or Actions Planned as a Result of Assessment

Page 12: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Goals

• Should link to Mission and to Strategic Plan

• Broad areas – no details here

Page 13: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Goals

• Most common goals in Academic plans– The Major– Graduate Programs [must be treated

separately]– Involvement in Core– Staffing – full-time and adjunct– Faculty Development– Facilities and Equipment

Page 14: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Goals

• Other Goals– Administrative Structure– Service to Students– Special Programs– Undergraduate Research– External Relations– One-time Special Situations

Page 15: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Objectives

• More specific to the discipline or the department

• Many departments have lists of explicit learning objectives

• What do you expect students to know?• What do you expect students to be able to do?• What broad competencies will the student have?

• Should be at least potentially measurable• Need to cover 2 years for budgetary purposes• May include items contained in the prior

assessment report

Page 16: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Intended Assessment Measures

• Develop measures before you undertake assessment

• Only list things you really intend to do• Be specific – set targets• Need to be measurable, even if the

measures are things like “adequate” or “good”

Page 17: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Intended Assessment Measures

• EVERY major program should have assessment measures relating to– The Comprehensive Experience– National Exam results (if given)– Alumni outcomes

• Assessment measures look at PROGRAM outcomes, not individual students

Page 18: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Intended Assessment Measures

• Good Assessment Measures …– Utilize multiple sources.– Have external validity.– Are potentially actionable.– Look at outputs, not inputs

Page 19: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

The 5-Column Report Template:Assessment Reports

Goals ObjectivesIntended Assessment Measures

Assessment Results and Student Outcomes

Actions Already Taken or Actions Planned as a Result of Assessment

Page 20: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Assessment Results and Student Outcomes

• Compile and present your findings.• Reports should be filled with facts.• Compare outcomes to targets.• If you didn’t do an activity you said you

would, report that too.

Page 21: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Assessment Results and Student Outcomes

• Report good news.• Report bad news.• Avoid a report that wastes everybody’s

time.

Page 22: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

Actions Already Taken or Actions Planned as a Result of Assessment

• Respond to the findings• Some responses occurred during the year

– report those actions as well.• Be realistic.• Point out unresolved issues.

Page 23: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS

CLOSE THE LOOP

• Do it again, using what you’ve found to improve the next cycle.

Plan Assess

Make Improvements