This document discusses two key concepts in higher education - institutional effectiveness and accreditation. It defines institutional effectiveness as evaluating how effectively an institution is achieving its mission and goals. A major component of assessing institutional effectiveness is evaluating student learning outcomes. The document also explains that accreditation requires institutions to demonstrate they are fulfilling their purpose, such as through assessing student learning outcomes. It provides instructions for a learner to draft the closing section of a learning assessment plan by connecting their assessment efforts to how it relates to the effectiveness of their program/institution and accreditation. The learner is directed to cite several sources in their response to support their argument.

1. 350-400words
Use information attached to help complete.
site all sources
Introduction
Institutional Effectiveness:
A trend that continues to be a primary focus in higher
education is
institutional effectiveness.
While that term seems to have an obvious meaning, what
constitutes effectiveness is sometimes debated. To judge
institutional effectiveness, we must conduct what is often called
institutional assessment,
that is, evaluation of the effectiveness of the institution. It is
important to keep in mind, as Suskie (2018) stated, that
“because student learning is the heart of most college missions,
the assessment of student learning is a major component of
institutional assessment” (p. 325).
Accreditation:
If you have already been involved in accreditation efforts, you
know how important accreditation is and how apprehensive
faculty, staff, and administrators can become when preparing
for an accreditation visit. (If you have not yet participated in
accreditation efforts, you are very likely to be in the future.)
Assessment of students’ learning outcomes is a critical element
of an institution’s demonstration of what accreditation
reviewers are investigating—whether and to what extent an
institution is fulfilling its purpose.

2. Instructions
For this question, you will begin to draft the beginning of the
final section of the Assessment and Evaluation of Learning
Plan, entitled “Closing the Loop.” Reflect on how your plan to
assess learning outcomes connects to the larger context of the
effectiveness of the program, department, or institution under
which such assessment falls. Explain that connection in your
initial post. How might the assessment efforts that you are
proposing pertain to accreditation, either directly or indirectly?
Use and cite the readings and the interview with Dr. Natasha
Jankowski for this to support your argument.(all attached
below)
Use the Internet to read the following:
Ewell, P. T., & Jankowski, N. A. (2015).
Accreditation as opportuni ty: Serving two purposes with
assessment.
In Kuh, G. D., Ikenberry, S. O., Jankowski, N., Cain, T. R.,
Ewell, P. H., & Kinzie, J.
Using evidence of student learning to improve higher education
(pp. 146–159). San Francisco, CA: Jossey-Bass.
Suskie, L. (2014, February 7).
What is institutional effectiveness? [Blog post].
Retrieved from
http://www.lindasuskie.com/apps/blog/show/41357706-what-is-
institutional-effectiveness-
Provezis, S. (2010).
Regional accreditation and student learning outcomes: Mappi ng
the territory

3. .
National Institute for Learning Outcomes Assessment
. Retrieved from
http://www.learningoutcomeassessment.org/documents/Provezis
.pdf