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NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502-2912 Phone: (785) 532-5717 Fax: (785) 532-7732 e-mail:

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Presentation on theme: "NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502-2912 Phone: (785) 532-5717 Fax: (785) 532-7732 e-mail:"— Presentation transcript:

1 NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS Phone: (785) Fax: (785) © 2012 National Academic Advising Association The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association. The Global Community for Academic Advising The Assessment Process In Academic Advising: An Overview Charlie Nutt Kansas State University NACADA Special Thanks to Sharon A. Aiken-Wisniewski

2 The Overview Participant Learning Outcomes (PLO’s) Overview of Assessment Institute Definition – Assessing Student Learning Process – The Assessment Cycle The Assessment Plan Stakeholders, Values,Vision, Mission, Goals, Objective, and Outcomes Plenary The Global Community for Academic Advising

3 The Assessment Institute Explains the process of assessment for learning outcomes. The material covered in 2.5 days explains a process that requires time, effort, and continuous reflection. Please be aware that perfection will hinder your progress through the cycle the first time. The Global Community for Academic Advising

4 Participant Learning Outcomes (PLO’s) Every session Explain Learning Outcomes from –Behavioral (Skills/Psychomotor) –Cognitive –Affective Focus for each plenary The Global Community for Academic Advising

5 What Is Assessment? By Definition... Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way” Ewell, 2000 The Global Community for Academic Advising

6 Assessment “Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way” (Ewell, 2000)

7 Assessment “Assessment is an ongoing process of collecting information* that is aimed at understanding and improving student learning and personal development” (Angelo, 1995) * what we like to call “evidence”

8 Assessment “Assessment is the systematic collection, review, and use of information about educational programs* undertaken for the purpose of improving student learning* and development*” (Marchese, 1993) * Advising is part of the educational process, not simply a “service”

9 Assessment “Assessment is the means used to measure the outcomes of education and the achievement of students with regard to important competencies” (Pellegrino, Chudowsky, and Glaser, 2001)

10 Assessment of Academic Advising Institute Assessment “Is Not” Assessment is NOT episodic Assessment is NOT just about measurement Assessment is NOT about performance evaluation—although it can inform it Assessment is NOT solely an administrative process Assessment is NOT easy or quick

11 Assessment “Is” evidence-driven—relying on multiple measures formative rather than simply summative measurement of outcomes –Student learning-outcome based (in education) –Advising process/delivery outcomes complex process of comparison always a process of reasoning from evidence always, to some degree, imprecise The Global Community for Academic Advising

12 Assessment of Academic Advising Institute For Academic Advising… Assessment is the process through which we gather evidence about the claims we are making with regard to student learning and the process/delivery of academic advising in order to inform and support enhancement & improvement. Campbell, S. (2008)

13 The Process of Assessment Assessment as a Multi-Level, Relational Process Assessment is Informed by Organizational Components Assessment as a Continuous and Collective Process –With Multiple Points of Entry The Global Community for Academic Advising

14 Assessment of Academic Advising Institute The Relational Nature of Assessment Institutional Vision and Mission School/College/Division Vision, Mission, Goals, Program Objectives Advising Program Vision, Mission Goals, Program Objectives

15 The Assessment Cycle Peggy Maki, Assessing for Learning Vision/Mission/ Goals/ Objectives Interpret Evidence Gather Evidence Identify Outcomes Implement Change The Global Community for Academic Advising

16 Assessment of Academic Advising Institute Key Organizational Components of an Assessment Plan Purpose and Stakeholders Values, Visions, Missions, Goals, and Programmatic Objectives Learning Outcomes, Mapping, Gathering Evidence, and Setting Levels of Expected Performance Sharing and Acting on the Results

17 How Things Ideally “Flow” Flowchart of Steps in the Assessment in Academic Advising (Ruth Darling) Values, Vision, Mission, Goals, Programmatic Outcomes Process/Delivery Outcomes Student Learning Outcomes Mapping the Experience Gathering Evidence (Multiple Measures) Acting on Results Start it over again The Global Community for Academic Advising

18 Assessment of Academic Advising Institute Purpose and Stakeholders Purpose determines what and how evidence will be gathered –One type of assessment does NOT fit all Who Needs to be Involved (Stakeholders) is influenced by Purpose

19 Purpose and Stakeholders Purpose for Engaging in Assessment Support Student Persistence, Success, and Learning Improve academic advising delivery Accountability Program Management: develop self-study for accreditation visit Marketing Key Stakeholders Who Needs to Be Involved? The Global Community for Academic Advising

20 Assessment of Academic Advising Institute Purpose and Stakeholders Purpose for Engaging in Assessment Support Student Persistence, Success, and Learning Improve academic advising delivery Accountability Program Management: develop self-study for accreditation visit Marketing Key Stakeholders Senior Administration Faculty Advisors Students Alumni Office of Institutional Analysis Community Members

21 Values, Visions, Missions The Global Community for Academic Advising

22 Assessment of Academic Advising Institute Values A Value reflects what you consider to be important with regard to academic advising. NACADA Core Values

23 Values: An Example Academic Advising at ____ reflects the university’s commitment to student learning, persistence, and success by: Supporting and facilitating intentional connections between students and the university’s resources and people Promoting an ethical and honest partnership between students and their academic advisors The Global Community for Academic Advising

24 Assessment of Academic Advising Institute Vision Vision statements reflect the aspirations of what academic advising can be on a campus. It represents a desired or ideal future.

25 Vision: Key Considerations *Represents a desired future state *Inspirational *Ambitious yet realistic *Generate enthusiasm *Generate commitment to long-term direction and purpose The Global Community for Academic Advising

26 Assessment of Academic Advising Institute Vision: An Example To develop a coordinated and responsive academic advising program that has regional and national recognition for excellence.

27 Mission Mission statements reflect the purpose of academic advising on the campus and serve as the roadmap to achieving the vision and affirming values. Missions may exist on multiple-levels (institutional, departmental, unit, etc.) NACADA Concept Statement on Academic Advising The Global Community for Academic Advising

28 Assessment of Academic Advising Institute Mission: Key Considerations Identifies purpose Consistent with institutional mission Long range Clear and concise Repeatable General in nature MMission statements are not measurable

29 Mission: An Example At ____, academic advising is an intentional, educational partnership between advisors and students. Grounded in teaching and learning and approached from a developmental perspective, this multidimensional process considers and respects students’ diverse backgrounds, interests, abilities, and facilitates the identification and achievement of educational, career, and life goals. The Global Community for Academic Advising

30 Assessment of Academic Advising Institute Programmatic Goals and Objectives

31 Programmatic Goals Goal statements are broad statements that communicate a desired future state of the advising program. If met, they express what the organization would look like if the mission was achieved. Often written as a group of concepts that are not directly measurable. The Global Community for Academic Advising

32 Assessment of Academic Advising Institute Goals: Key Considerations *Present the “aims” of the advising program *Long range *Clear *Provide guidance for action *Goal statements are not directly measurable *General in nature; more specific than mission

33 Goals: An Example Consistent with this mission, the goals for academic advising at ___ are to design a program that is: Based on theories and knowledge of teaching, learning, and identity development; Reflective of developmental and demographic profiles of student population; Proactive in creating a safe environment that is focused on social justice issues within organization The Global Community for Academic Advising

34 Assessment of Academic Advising Institute Council For the Advancement of Standards in Higher Education(CAS) Source for development of programmatic goals for academic advising (2005) Reflects student experience as individualistic, developmental, and holistic Curricular and co-curricular CAS Examples Assure that academic advisors collaborate in collection of relevant data about students for use in individual academic advising conferences. Promote learning and development in students by encouraging experiences that lead to intellectual growth, clarification of values, and appreciating cultural diversity.

35 Programmatic Objectives Programmatic Objectives clarify goals through language that is precise, detailed, and action oriented. Objectives offer direction and focus on the process that actualizes the goal and leads to learning outcomes. *Objectives are more precise than a goal but not as specific as a learning outcome. The Global Community for Academic Advising

36 Assessment of Academic Advising Institute Programmatic Objectives: Key Considerations *Specify the “intentions” of the academic advising program for student learning and advising delivery *Reveal, in a general way, expectations for student learning. *Inform and guide the development of student learning outcomes and advising delivery outcomes *General in nature, although more specific than Goals

37 Programmatic Goal: Design a program that is reflective of developmental and demographic profiles of student population. Programmatic Objectives: *Organize for advisors training on theories that address psycho-social,cognitive & identity development. *Support the student learning experience from point of contact through graduation by making appropriate referrals based on students level of psycho-social or cognitive development. * Ensure that advising caseloads are appropriate to offer enough time to address student’s needs. The Global Community for Academic Advising

38 Assessment of Academic Advising Institute Review the “Flow” Flowchart of Steps in the Assessment in Academic Advising (Ruth Darling) Values, Vision, Mission, Goals, Programmatic Outcomes Process/Delivery Outcomes Student Learning Outcomes Mapping the Experience Gathering Evidence (Multiple Measures) Acting on Results Start it over again

39 Learning Outcomes Plenary Two *Student Learning Outcomes articulate what students are expected to demonstrate they know, are able to do, and value/appreciate as a result of involvement in the academic advising experiences *Process/Delivery Outcomes articulate the expectations for how academic advising is delivered and what information should be delivered through the academic advising experience *Outcomes are a product from Objectives *Measureable The Global Community for Academic Advising

40 Assessment of Academic Advising Institute Mapping Plenary Three *The process of determining when, where, and through what experiences the outcomes for advising will be accomplished over the student’s academic career.

41 Gathering Evidence - Measurement Plenary Four *Developing strategies to evaluate learning through multiple measures. Measures can be direct (portfolio or test results) or indirect (interviews, focus groups, reflective journal). The Global Community for Academic Advising

42 Assessment of Academic Advising Institute Upon collecting these data during the assessment process, analysis & interpretation must occur to evaluate learning. It is important to act upon the results or findings by Developing reports & presentations; Communicating with institutional colleagues on findings; Identifying change from these data; Reevaluating and continuing the assessment cycle. Acting On The Results Plenary Five

43 Assessment of Academic Advising Institute Small Group Discussions Reviewing and/or Developing Statements of Values, Vision, Mission, Goals, Programmatic Objectives

44 References Campbell, S. (2008). Using Assessment to Understand What and How Students Learn Through Academic Advising. Plenary presentation at the 2008 NACADA Assessment of Academic Advising Institute, San Diego, CA. Council for the Advancement of Standards in Higher Education (CAS). (2005). Academic Advising Programs: CAS Standards and Guidelines. Retrieved * insert today's date* from 2E647CDECD29B7D0http://www.cas.edu/getpdf.cfm?PDF=E864D2C4-D655-8F74- 2E647CDECD29B7D0 Ewell, Peter. (2000). AAHE Assessment Institute. Donovan, M. Susan, Bransford, John D., and Pellegrino, James, editors. (2000). How People Learn. National Research Council. Washington, D.C.: National Academies Press. Maki, Peggy. (2004). Assessing for Learning. Stylus Publications NACADA. (2005). NACADA statement of core values of academic advising. Retrieved - insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site: Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials: Planning, Implementing, and Improving Assessment In Higher Education. San Francisco: Jossey-Bass Publishers. Pellegrino,James W., Chudowsky, Naomi, and Glaser, Robert editors. (2001). Knowing What Students Know. National Research Council. Washington, D.C.: National Academies Press. The Global Community for Academic Advising


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