1. The Assessment Process In Academic Advising: An Overview
The Global Community for Academic Advising
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The Assessment Process In Academic Advising: An Overview
Charlie Nutt
Kansas State University
NACADA
Special Thanks to
Sharon A. Aiken-Wisniewski

2. The Global Community for Academic Advising
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 2 - 5

3. The Assessment Institute
The Global Community for Academic Advising
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.

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

5. What Is Assessment? By Definition . . .
The Global Community for Academic Advising
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

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. The Global Community for Academic Advising
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

12. For Academic Advising…
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 Global Community for Academic Advising 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

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

16. Key Organizational Components of an Assessment Plan
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”
The Global Community for Academic Advising
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

18. Purpose and Stakeholders
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
The Global Community for Academic Advising
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?

20. Purpose and Stakeholders Purpose for Engaging in Assessment
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. The Global Community for Academic Advising Values, Visions, Missions

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. The Global Community for Academic Advising
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

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

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. The Global Community for Academic Advising
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

28. Mission: Key Considerations
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. The Global Community for Academic Advising
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.

30. Programmatic Goals and Objectives
Assessment of Academic Advising Institute
Programmatic Goals and Objectives

31. The Global Community for Academic Advising
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.

32. Goals: Key Considerations
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. The Global Community for Academic Advising
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

34. Council For the Advancement of Standards in Higher Education(CAS)
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. The Global Community for Academic Advising 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.

36. Programmatic Objectives: Key Considerations
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. The Global Community for Academic Advising
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.

38. Review the “Flow” Assessment of Academic Advising Institute
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. The Global Community for Academic Advising
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

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. The Global Community for Academic Advising
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).
                       
                                
                                    

42. Assessment of Academic Advising Institute
Acting On The Results
Plenary Five
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.
                                
                 

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

44. The Global Community for Academic Advising
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
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.