2. 1 Assessment 101 November 27, 2001 An Introduction to Assessment in Student Affairs

3. 2 Overview Topics Covered in Today’s Session zDefinitions of Assessment and Related Terms zKey Stakeholders in Assessment zBenefits of Assessment in Student Affairs zAssessment Myths and Misconceptions zA Comprehensive Model of Assessment zGuidelines for Good Assessment Practice zBasic Steps in Implementing Assessment zAssessment Resources

4. 3 What is Assessment? A Background Knowledge Probe zWhat does the term “assessment” mean to you? yWhat synonyms come to mind when you hear the term ‘assessment’? zWhat questions, concerns, or misgivings do you have about assessment? zWhat benefits might there be as a result of assessing your program and/or students?

5. 4 Definitions of Assessment Schuh & Upcraft (2001) zAssessment is any effort to gather, analyze, and interpret evidence which describes institutional, divisional, (program,) or agency effectiveness zIt includes... yassessment of student learning outcomes yassessment of cost effectiveness yassessment of “client” satisfaction yassessment of compliance with professional standards yassessment of comparisons to other institutions zIt is not restricted to assessment of students, but includes assessment of faculty, staff, administrators, parents, employers, graduates ….

6. 5 Definitions of Assessment (AAHE, 1995) zAssessment is an ongoing process aimed at understanding and improving student learning zIt involves... ymaking expectations RE learning explicit and public; ysetting appropriate criteria and high standards for learning quality; ysystematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and yusing the results to document, explain, and improve learning and performance

7. 6 Definitions of Assessment (the key underlying questions) zWhat do we expect our students to know, to be able to do, and to value as a result of completing our program? zDo our students know, do, and value these things? yAre they learning what we want them to learn? yHow do we know? zIf they do NOT know, do, and value these things, how could our program be changed to improve their learning?

8. 7 Definitions of Assessment A Glossary of Related Terms zEvaluation yany effort to use assessment evidence to improve program, departmental, divisional, or institutional effectiveness (Upcraft and Schuh, 1996) zMeasurement ya reference to the particular methods involved in gathering assessment evidence xincluding interviews, focus groups, surveys, portfolios, tests xsometimes divided into qualitative vs. qualitative, or indirect vs. direct methods

9. 8 Assessment &Related Terms: A Program Evaluation Model

10. 9 Why Assess? Stakeholders in Assessment zAccreditation commissions & state legislators… zAdministrators and Staff... zFaculty members... zGraduate training programs and employers... zParents… zStudents… y(prospective, current, exiting, alumni)

11. 10 Why Assessment in Student Affairs? z“…without assessment, student affairs is left only to logic, intuition, moral imperatives, goodwill, or serendipity in justifying its existence…” –Upcraft & Schuh, 1996

12. 11 Why Assessment in Student Affairs? zRelationship to the Mission of the College yDoes our program help to improve students’ intellectual, personal, and spiritual development? zRole in Strategic Planning, Budget and Policy Development, Decision-Making zSurvival zQuality zAffordability zAccreditation

13. 12 Why Assess Now? yConcerns about accountability yPerceptions about learning and higher education yTight budgets and markets ySavvy consumers yContemporary business practices (TQM, etc) yEducational reform

14. 13 Assessment Myths and Misconceptions zIt’s a Passing Fad zIt’s Not My Job or Concern zYou Can’t Assess What We Do zI Don’t Have the Time to Do Assessment zI Don’t Have the Expertise to Do Assessment zAssessment Might Reveal “Bad” News

15. 14 A Comprehensive Model of Assessment Includes... yTracking Who Uses Services, Programs, Facilities yAssessing Student (Client) Needs yAssessing Satisfaction with Services, Programs, Etc yAssessing Campus Climate, Student Culture... yAssessing Program and Service Outcomes yBenchmarking: Comparisons w Other Institutions yAssessing Effectiveness Against Standards yAssessing Cost Effectiveness

16. 15 Guidelines for Good Practice: What Accreditors Expect zLinks to Mission, Goals, Objectives zInvolvement of All Segments of Campus zMultiple Measures; Assessment of Cognitive, Behavioral, Affective Domains of Learning zEvidence of Use in Improving Programs zOngoing Assessment & Re-Evaluation of Assessment Program zLinkages Between Assessment and Planning/Budgeting Process

17. 16 Good Practice: Begin with a Plan zEssential Components of Assessment Plans yGoals, Objectives, Intended Outcomes yMethods,Techniques,Target Groups yTime Line yProvisions for Administration of Plan yProvisions for Use/Sharing of Findings yEvaluation of the Assessment Program

18. 17 Basic Steps in Assessment (What to do and when to do it)  Identify your program goals and objectives  Define the problem; identify information necessary to help solve it  Determine where to get the necessary information  Determine whom to study and when to study them  Determine the best assessment methods, what instruments will be used, how the data will be collected and who will collect it  Determine how the data will be coded and analyzed; analyze the data  Report the results effectively  Revise assessment objectives, criteria, and methods, etc., as appropriate

19. Assessment in Student Affairs z “…good practice in student affairs occurs when student affairs personnel ask, ‘what are students learning from our programs and services, and how can their learning be enhanced?’…” xACPA and NASPA Principles of Good Practice for Student Affairs, 1997

20. 19 Guidelines for Good Practice Some Final Words of Wisdom zTie assessment to a few key objectives yintended learning outcomes, key problems, OR primary strengths zChoose assessment methods wisely zPilot test if possible zAssess what you intend to use zAssess at key decision points zMake appropriate use of existing resources zKeep it simple

21. More Final Words of Wisdom z “…assessment in student affairs is no longer a ‘luxury’ that is done only after all other priorities have been taken care of. Assessment is now a necessity that demands our highest priority…” xUpcraft & Schuh, 1996

22. 21 Assessment Resources zBooks Schuh, J.H, & Upcraft, M.L. (2001). Assessment practice in student affairs: An applications manual, San Francisco: Jossey-Bass Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials, Nichols, J. O. (1995). The departmental guide and record book for student outcomes assessment and institutional effectiveness. New York: Agathon Press. zWeb Sites xhttp://www2.acs.ncsu.edu/UPA/survey/resource.htm zLocal Resources xOffice of Institutional Effectiveness; Assessment Committees

23. 22 Need Help? On Which Topic(s)?: Check all that apply yInvolving/Motivating Staff, Students in Assessment yIdentifying or Developing Program Goals, Objectives, and Intended Learning Outcomes yMethods of Assessment and Criteria for Success xGeneral Guidelines For Selecting Measures xStrengths and Weaknesses of Various Methods xChoice & Implementation of a Specific Method yAnalysis and Interpretation of Assessment Findings yMeans of Reporting and Using Assessment Information yOther (Development of Timelines, Administrative Provisions, including record keeping, etc.) yOptional (Name or Program: )

24. 23 Concluding Questions: A One-Minute paper zWhat is the most important thing you learned today about assessment? zWhat remains most unclear or confusing to you about assessment at this point?