outcomes assessment
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Outcomes AssessmentUNL Dean’s Retreat
October 3, 2000
Jessica L. Jonson, Ph.D.
University-Wide Assessment Coordinator
and
Thomas C. Calhoun, Ph.D.
Interim Associate Vice Chancellor for Academic Affairs
NCA Statements Handbook of Accreditation, NCA-CIHE, 1997 “…the Commission reaffirmed its expectation that all
affiliated institutions have ongoing programs for assessing academic achievement both to assure that students are learning what faculty intend to teach and to identify ways to improve the instruction.”
“…the Commission is committed to the tenet that assessment of student academic achievement is the key to improving student learning …(it) is critical to the future health of its institutions, to the educational accomplishments of students now and in the future, and to the enhanced perception of the public of the value of higher education.”
Making Outcomes Assessment Work for UNL
Clarifying Purpose Outlining Benefits Identifying Resources
Principles of Good Practice for Assessing Student LearningAmerican Association for Higher Education (AAHE),
1992
Principle 1: Assessing What Matters Most
Assessment IS NOT …an exercise in valuing what can be
measured.
Assessment IS …process of measuring what is valued.
Principle 2: Complete and Accurate Picture of Learning
Assessment IS NOT …simply measuring “core content”.
Assessment IS …measuring “integrative reasoning” and
“attitudes & dispositions”.
Principle 3: Starts with Existing Goals and Activities
Assessment IS NOT…an “add-on” process unrelated to our
existing goals and activities.
Assessment IS …a goal-oriented process based on evidence
existing within the current curriculum.
Principle 4: Linking Outcomes and Processes
Assessment IS NOT…only about where students “end up”
Assessment IS…about linking outcomes to the experiences
that lead them there.
Principle 5: Assessment Evolves
Assessment IS NOT…episodic.
Assessment IS …ongoing.
Principle 6: Collaborative EndeavorAssessment IS NOT…
an activity conducted by individuals to focus on individuals (i.e. courses, faculty, or students).
Assessment IS …a collaborative activity between all
participants who have a stake in an academic program.
Principle 7: Making Evidence Meaningful
Assessment IS NOT…gathering data and returning “results”.
Assessment IS…illuminating questions of interest using
existing evidence.
Principle 8: Used in Decision Making
Assessment IS NOT…only focusing on what.
Assessment IS…focusing on the what-you-do-with-it.
Principle 9: Public Accountability
Assessment IS NOT…just reporting outcomes information to the
public.
Assessment IS...deeper obligation - to ourselves, students,
and society - to improve.
Benefits for Engaging in Outcomes Assessment
Benefit 1: Faculty become primary decision-makers Setting goals Identifying processes to assess
goals Determining whether goals have
been reached Recommending future directions
Benefit 2: Better understanding of learning throughout curriculum
Eliminate curriculum redundancies Add overlooked topics Better utilize existing resources Justify additional resources
Benefit 3: Richer Data
Engage in more productive conversations
Make better decisions Faculty greater satisfaction in their
work Effectively document strengths Identify directions for future
development.
Benefit 4: Reliable Evidence Rely less on FTE and student
evaluations Make reliable decisions about
innovations or experimental projects
Evidence used to easily and effectively share successes
Resources For Outcomes Assessment
Personnel Resources
University-Wide Assessment Coordinator & Teaching and Learning Center (TLC)individual consultations and workshopsresources: literature, examples, and tools
Financial Resources
Teaching Council Grants
Informational Resources
SVCAA Website
Communication Resources University-Wide Assessment Steering
Committee
Summary of Benefits
Empowers Faculty Enhances Understanding Learning
Throughout Curriculum Provides Richer Data about Effects
Educational Programs Creates More Reliable Evidence
Conclusion
Evaluates student learning across a program’s curriculum
Focuses on the improvements of student learning
Emphasizes using information about the difference a program makes in their students lives
Questions to Think About
Given that we should consider outcomes assessment a legitimate endeavor in which to engage, how is your college emphasizing the importance of outcomes assessment to its faculty?
For example, Are departments/programs recognized for engaging in effective
assessment processes? Does your college use assessment evidence in its own
decision making? Are faculty being provided opportunities to develop the skills
they need to implement an effective assessment plan? Does the college’s budget contain a line item for assessment?
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