Assessment Planning


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Assessment Planning

  1. 1. Tasks & Roles
  2. 2. Tasks Needed  Educate, provide guidance  Offer feedback on assessment process  Conduct campus audit  Collect and analyze data  Report findings  Ass assessment process  Set policy  Develop institutional assessment plan  Make recommendations
  3. 3. Organizational Structure Institutional Effectiveness Committee Academic Support Units Units Institutional Research & Planning
  4. 4. Organizational Structure  Institutional  Academic Units Effectiveness Committee  Review assessment artifacts  Sets policy  Creates rubrics  Decides what to assess and with what priority  Examines academic program plans and reports  Assess institution-wide learning goals  Oversees General Education  Develops institutional assessment plan  Makes recommendations
  5. 5. Organizational Structure  Support Units  Institutional Research & Planning  Formulates and reviews unit plans and reports  Provide expertise in relevant to student methodology and development goals or unit instruments service goals  Assesses the assessment  Rates and provides process feedback  Conducts surveys / focus  Establishes policies and groups procedures to support this  Reviews academic and process non-academic unit plans, offering feedback and recommendations
  6. 6. SAMPLE INSTITUTIONAL EFFECTIVENESS CHECKLIST  Academic Programs  Administrative Support Units
  7. 7. Places Where Assessment Occurs Degree Support Programs Unit Educational General Programs Education
  8. 8. Assessment Planning  Many institutions craft a written institutional assessment plan  However, it is more important to develop a workable design for assessment than to produce a written plan
  9. 9. Assessment Plan Items  Foundations  Link to your mission and strategic plan  Commitment statement  Rationale and purposes for assessment  Glossary of terms  Overview of assessment processes  Organizational structure for assessment, including budget  Responsibilities of administrators, faculty, students, committees  Assessment cycles, flowcharts and timelines  Use of results and incorporation into decision-making  Dissemination of results and preparation of reports  How the process itself will be evaluated
  10. 10. Assessment Plan Items  Identification of assessment levels  Institutional: These are outcomes that transcend individual program Often, these are vaguely stated and need to be rephrased and narrowed so that  indicators can be developed  Academic division, program, or major: Undergraduate, graduate, certificate, noncredit, general education curriculum Although courses are a good place to collect data, decisions need to be made above that  level  Academic support and student affairs, student life and first-year experience programs  For each level  Statement of goals and objectives  Assessment methods- qualitative and quantitative methods  Timeframe  Responsible persons  Ideally, a representative steering committee or task force will develop the Institutional Assessment Plan
  11. 11. Assessment Plan: Beginnings  Conduct an audit or inventory of existing assessment practices on campus  Knowledge of current assessment practices provides an invaluable foundation for moving forward  Process itself of doing an inventory builds understanding and good will  Reassures faculty that assessment is not a brand-new initiative that will require more busywork  Administration of this type of instrument usually works best in an interview format, where department chairs or faculty can talk through what kinds of direct and indirect measures might work, as well as explore how well the approaches that they are using are working
  12. 12. Assessment Plan: Beginnings  From the inventories …  Devise a matrix of methods to show the status of assessment, point to where institution-wide initiatives might be needed, and spot opportunities to inform the campus community more widely on the availability of centralized sources  The matrix can be used to track progress after the first year, third year, etc. of implementation  Conduct an assessment climate survey to determine how well faculty and administrators understand and value assessment, know their roles and need for support, etc.  A survey done by The National Center for Postsecondary Improvement in 2000 may give you ideas about survey items:
  13. 13. Assessment PR  General communication and roll-out strategy  Communicate timelines, activities, progress and role expectations  Decide who needs to be informed, what they need to know, how the communication should be phased over what timeframe, through what media/communication channels, and identify the communication milestones and checkpoints  Work with offices on campus that have professional expertise in the roll-out and continuing communication of initiatives  Plan assessment as a development campaign  Publish an academic calendar that can be accessed by campus community and includes due dates for various reports having to do with assessment or institutional effectiveness