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How to Develop an Assessment Plan to Measure Effectiveness in Administrative and Academic Support Units Ann Boudinot-Amin Director of Planning and Assessment.

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Presentation on theme: "How to Develop an Assessment Plan to Measure Effectiveness in Administrative and Academic Support Units Ann Boudinot-Amin Director of Planning and Assessment."— Presentation transcript:

1 How to Develop an Assessment Plan to Measure Effectiveness in Administrative and Academic Support Units Ann Boudinot-Amin Director of Planning and Assessment The American University in Cairo

2 What is Assessment? A systematic process of gathering and analyzing information to see if your program is meeting its goals/outcomes and then using that information to make improvements /changes. Is all of our work – our effort – bringing about the results we want?

3 What is Assessment? PLAN ACT DO CHECK

4 Why Do We Assess? Outstanding communications and management tool
Clarification of mission and role of unit Identification of key activities Client feedback Clear expectations Informed decisions Evidence of institutional effectiveness

5 Who Needs to Assess? Academic programs Academic support units
Contribute directly to student learning Administrative units Provide essential services which maintain the institution, not directly tied to instructional programs

6 Effective assessment is:
Useful – help administrators and staff make appropriate decisions about improving programs and services, planning and resource allocation. Cost-effective – simple, focusing on a few key goals. Reasonably accurate and truthful – used with confidence, from multiple measures. Planned – linked to institutional goals and plans. Organized, systematized and sustained – not once and done. Assessing Student Learning and Institutional Effectiveness: Understanding Middle States Expectations. (2005) Middle States Commission on Higher Education, Philadelphia, PA.

7 Start With A Mission Brief statement of purpose. How work supports university mission. Be concise/brief. Not more than a few sentences. WHAT you do, WHY you do it, and HOW you do it.

8 Examples of Missions Admissions: Institutional Research
The mission of the Office of Admissions is to admit a highly qualified and diverse body of students from various nationalities and educational and socio-economic backgrounds who will be challenged to meet AUC’s high academic standards. Institutional Research The Office of Institutional Research partners with university officials to support effective decision-making that advances AUC’s mission. IR provides timely, accurate, and relevant information and analysis to external and internal constituencies. Center for Learning and Teaching The mission of the Center for Learning and Teaching at AUC is to help create a stimulating learning environment by promoting excellence in teaching and by facilitating the effective application of technology to the teaching and learning process.

9 Next: State Outcomes Specific statements about what should occur as a result of the core services your unit performs. NOT annual operational objectives NOT: Increase training by 10% Focus on ends not means, result not activities. Identify at least one outcome for each functional responsibility. Start with the beneficiary of your service/function. “Students are aware of…”, “Administrators have the…” Only key outcomes – 3 to 5 are ideal.

10 Samples of Outcomes Faculty increasingly use innovative and effective teaching practices and develop, implement, and assess new teaching methodologies. The campus is provided with quality athletic facilities that attract students, student-athletes, faculty, staff, alumni and the surrounding community to campus. The university community will have access to high-quality, confidential, responsive, and cost-effective personal health care. Instructors will have access to reliable and contemporary technology in the classroom to enhance teaching and facilitate learning. The university’s physical resources will be secure from theft or damage.

11 How Will You Assess Progress?
For each outcome, describe a method you have used or will use to measure how well you are performing in relation to the outcome. At least two methods for each outcome. Direct and indirect methods Direct – statistics, reports, etc. Indirect – surveys, feedback, focus groups Should be simple, implementable, and provide accurate, meaningful information.

12 How Will You Assess Progress?
Satisfaction surveys, tied to outcomes No. of complaints No. of errors No. of training sessions, growth in attendance Participant feedback Customer satisfaction forms Timeliness of response Variance from annual plan Peer studies Level of compliance International standards Statistical reports Average service time Average wait time Staff training hours Focus groups Opinion surveys External review Auditor’s findings Awareness surveys Pre- and post-workshop tests

13 How Will You Assess Progress?
Targets/Benchmarks: How will you define success? More than 75% of respondents indicate that they are satisfied. Cost efficiency will meet or exceed industry standards. Growth of at least 10% in attendance over previous year. More than 10 new donor contacts/month. Membership growth of 10% or more over previous year.

14 How Does It All Fit Together?
Rare Books Library Outcome: Library patrons have access to an outstanding collection of specialized and unique regional materials. Assessment Method: Databases/finding aids produced, # of new collections, % on-time completion of conservation efforts, % of those efforts meeting int’l standards, # of citations, user survey Targets: Every collection has updated database or finding aid, at least one new collection/year, 80% of conservation efforts completed on schedule, 100% meet int’l standards, citation in at least one major work/year, 70% respond positively.

15 How Does It All Fit Together?
Medical Services Outcome: The AUC community will have timely access to high-quality, cost-effective pharmaceuticals as prescribed by their health care practitioners. Assessment Method: Availability of required pharmaceuticals, errors in filling prescriptions, wait time for filling orders, annual faculty/staff/student survey Targets: 95% availability, zero errors, wait time under 15 minutes, 80% of community satisfied

16 Develop an Assessment Plan

17 Deadlines and Process Develop your plan, send to OIR to review and give you feedback. When complete, send to your dean/area head and cc OIR. Implement your plan. Discuss results at the end of the year with your unit. Decide on changes/improvements that need to be made. Report on results. Each NOVEMBER 1, send a report on the results of the previous academic/fiscal year’s assessment to your dean/area head and cc OIR. Update your plan (if needed).

18 How Does Assessment Fit With Strategic/Operational Planning?
Related to the mission, important, not time-bound Goal/Outcome 4: All academic support and administrative units at AUC conduct ongoing and effective assessment of their activities and services and use the results of assessment to inform planning, decision-making, and resource allocation. Objective: By the end of , all academic support and administrative units will have outcomes assessment plans in place. Strategies: Develop assessment materials in hard-copy and online form. Ensure all units have appointed assessment coordinators to supervise and coordinate assessment efforts at the unit/department level. Meet individually with assessment coordinators to evaluate program assessment efforts and need for improvement, training, etc. Specific, measurable, action-oriented, time-bound The actions you’ll take to achieve your objectives

19 Questions? Contact: Ann Boudinot-Amin
Director of Planning and Assessment The American University in Cairo Website: Templates, guides, plans, and additional resources

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