Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be...
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Transcript of Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be...
![Page 1: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS.](https://reader035.fdocuments.net/reader035/viewer/2022070410/56649ea85503460f94bab860/html5/thumbnails/1.jpg)
Academic Assessment
• Accountability: Are we what we say we are?
• Program Improvement: How can we be even better?
• External audiences: SACS
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SACS Principles of Accreditation
Quality EnhancementThe Commission on Colleges expects institutions to dedicate themselves to enhancing the quality of their programs and services within the context of their missions, resources, and capacities, and creating an environment in which teaching, research, and learning occurs.
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SACS Principles of Accreditation
The concept of quality enhancement is at the heart of the Commission’s philosophy of accreditation; this presumes each member institution is engaged in an ongoing program of improvement and can demonstrate how well it fulfills its stated mission.
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SACS Principles of Accreditation
Core Requirements5. The institution engages in ongoing,
integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.
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SACS Principles of Accreditation
Comprehensive StandardsInstitutional Effectiveness16. The institution identifies expected
outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.
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SACS Principles of Accreditation
Comprehensive StandardsStandards for All Educational Programs*12. The institution places primary
responsibility for the content, quality, and effectiveness of its curriculum with its faculty.
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The Planning and Assessment Cycle
When What
October 15, 2003 Operational Plan for 2003-04 and 2004-05
August 1, 2004 Assessment Report for 2003-04
October 15, 2004 Operational Plan for 2004-05 and 2005-06
August 1, 2005 Assessment Report for 2004-05
October 15, 2005 Operational Plan for 2005-06 and 2006-07
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The 5-Column Report Template
Goals ObjectivesIntended Assessment Measures
Assessment Results and Student Outcomes
Actions Already Taken or Actions Planned as a Result of Assessment
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The 5-Column Report Template: Operational Plans
Goals ObjectivesIntended Assessment Measures
Assessment Results and Student Outcomes
Actions Already Taken or Actions Planned as a Result of Assessment
![Page 10: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS.](https://reader035.fdocuments.net/reader035/viewer/2022070410/56649ea85503460f94bab860/html5/thumbnails/10.jpg)
The 5-Column Report Template:Assessment Reports
Goals ObjectivesIntended Assessment Measures
Assessment Results and Student Outcomes
Actions Already Taken or Actions Planned as a Result of Assessment
![Page 11: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS.](https://reader035.fdocuments.net/reader035/viewer/2022070410/56649ea85503460f94bab860/html5/thumbnails/11.jpg)
The 5-Column Report Template: Operational Plans
Goals ObjectivesIntended Assessment Measures
Assessment Results and Student Outcomes
Actions Already Taken or Actions Planned as a Result of Assessment
![Page 12: Academic Assessment Accountability: Are we what we say we are? Program Improvement: How can we be even better? External audiences: SACS.](https://reader035.fdocuments.net/reader035/viewer/2022070410/56649ea85503460f94bab860/html5/thumbnails/12.jpg)
Goals
• Should link to Mission and to Strategic Plan
• Broad areas – no details here
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Goals
• Most common goals in Academic plans– The Major– Graduate Programs [must be treated
separately]– Involvement in Core– Staffing – full-time and adjunct– Faculty Development– Facilities and Equipment
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Goals
• Other Goals– Administrative Structure– Service to Students– Special Programs– Undergraduate Research– External Relations– One-time Special Situations
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Objectives
• More specific to the discipline or the department
• Many departments have lists of explicit learning objectives
• What do you expect students to know?• What do you expect students to be able to do?• What broad competencies will the student have?
• Should be at least potentially measurable• Need to cover 2 years for budgetary purposes• May include items contained in the prior
assessment report
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Intended Assessment Measures
• Develop measures before you undertake assessment
• Only list things you really intend to do• Be specific – set targets• Need to be measurable, even if the
measures are things like “adequate” or “good”
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Intended Assessment Measures
• EVERY major program should have assessment measures relating to– The Comprehensive Experience– National Exam results (if given)– Alumni outcomes
• Assessment measures look at PROGRAM outcomes, not individual students
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Intended Assessment Measures
• Good Assessment Measures …– Utilize multiple sources.– Have external validity.– Are potentially actionable.– Look at outputs, not inputs
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The 5-Column Report Template:Assessment Reports
Goals ObjectivesIntended Assessment Measures
Assessment Results and Student Outcomes
Actions Already Taken or Actions Planned as a Result of Assessment
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Assessment Results and Student Outcomes
• Compile and present your findings.• Reports should be filled with facts.• Compare outcomes to targets.• If you didn’t do an activity you said you
would, report that too.
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Assessment Results and Student Outcomes
• Report good news.• Report bad news.• Avoid a report that wastes everybody’s
time.
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Actions Already Taken or Actions Planned as a Result of Assessment
• Respond to the findings• Some responses occurred during the year
– report those actions as well.• Be realistic.• Point out unresolved issues.
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CLOSE THE LOOP
• Do it again, using what you’ve found to improve the next cycle.
Plan Assess
Make Improvements