Evaluator 102:Evaluator 102:An Introduction to An Introduction to
Interpreting the StandardsInterpreting the Standards
Dr. Luis G. PedrajaDr. Luis G. Pedraja
MSCHE Vice PresidentMSCHE Vice President
Overview of the Overview of the StandardsStandards
14 Standards, in 2 14 Standards, in 2 sections: sections: – Institutional Institutional
ContextContext (Standards 1 – 7) (Standards 1 – 7)
– Educational Educational EffectivenessEffectiveness (Standards 8 – 14)(Standards 8 – 14)
Each section Each section concludes with an concludes with an assessment assessment standard (7 & 14)standard (7 & 14)
Format: Each StandardFormat: Each Standard
StandardStandard ContextContext Fundamental Fundamental
ElementsElements Optional Optional
Analysis and Analysis and Evidence Evidence
Fundamental Elements & Fundamental Elements & the Self-Studythe Self-Study
In conjunction with institutional In conjunction with institutional mission & goals, fundamental mission & goals, fundamental elements help to frame self-study elements help to frame self-study questionsquestions
Elements guide institutions in Elements guide institutions in demonstrating how they comply demonstrating how they comply with the standardswith the standards
Elements help frame the self-Elements help frame the self-study analysis and study analysis and recommendationsrecommendations
Fundamental Elements & Fundamental Elements & the Team Visitthe Team Visit
Help to frame the team’s Help to frame the team’s questionsquestions
Must be viewed in the context of Must be viewed in the context of the institution’s mission and its the institution’s mission and its self-study design and report self-study design and report
Together (not individually) the Together (not individually) the Fundamental Elements Fundamental Elements constitute and encompass the constitute and encompass the standardstandard
Elements are not a checklistElements are not a checklist
Fundamental Elements & Fundamental Elements & the Team Visit, the Team Visit, continuedcontinued
Fundamental elements are Fundamental elements are subordinate to the subordinate to the accreditation standardaccreditation standard
Elements are likely reference Elements are likely reference points for commendations, points for commendations, suggestions, suggestions, recommendations, and/or recommendations, and/or requirementsrequirements
Optional Analysis & Optional Analysis & EvidenceEvidence
Used by institution as part Used by institution as part of its own self-studyof its own self-study
Not intended for use by Not intended for use by the team for evaluationthe team for evaluation
Information is optional for Information is optional for the institution and not the institution and not requiredrequired
Evaluating ComplianceEvaluating Compliance Does the self-study narrative Does the self-study narrative
demonstrate compliance?demonstrate compliance? Do they have Do they have documenteddocumented evidenceevidence that that
supports and demonstrates compliance?supports and demonstrates compliance? Are they doing “it” or do they plan to do Are they doing “it” or do they plan to do
it?it? Are their plans, activities & projections Are their plans, activities & projections
realistic?realistic? Do documents & interviews support the Do documents & interviews support the
claims of the self-study?claims of the self-study? Do they have realistic plans for Do they have realistic plans for
improvement?improvement?
Applying the Standards & Applying the Standards & the Team Reportthe Team Report
Report Templates & Self-Report Templates & Self-StudyStudy
Self-Study structure will affect Self-Study structure will affect how standards are covered in how standards are covered in the reportthe report
Comprehensive modelsComprehensive models– Structured according to Structured according to
standardsstandards– Grouping of Standards Grouping of Standards – Topical ApproachTopical Approach
Selected Topics modelSelected Topics model Collaborative modelCollaborative model
What does the report look What does the report look like?like?
Standard (s) CoveredStandard (s) Covered Narrative of FindingsNarrative of Findings CommendationsCommendations Suggestions Suggestions Recommendations (need some Recommendations (need some
follow-up)follow-up) Requirements (non-compliance)Requirements (non-compliance) Other InformationOther Information
– People interviewedPeople interviewed– Documents reviewedDocuments reviewed
About 1-2 pages per EvaluatorAbout 1-2 pages per Evaluator
Types of FindingsTypes of Findings
SuggestionsSuggestions = optional = optional consultative adviceconsultative advice
RecommendationsRecommendations = actions = actions needed to continue needed to continue improvement or to assure improvement or to assure continuing compliancecontinuing compliance
RequirementsRequirements = actions = actions needed to achieve complianceneeded to achieve compliance
Types of Follow-UpTypes of Follow-Up
SuggestionsSuggestions -> no follow-up -> no follow-up RecommendationsRecommendations -> routinely -> routinely
addressed through PRR; team may addressed through PRR; team may request earlier follow-up through request earlier follow-up through progress letter or monitoring reportprogress letter or monitoring report
RequirementsRequirements -> warning, -> warning, probation, show cause (monitoring probation, show cause (monitoring report) OR postponement report) OR postponement (supplemental information report)(supplemental information report)
ExerciseExercise
Read the fictitious team report Read the fictitious team report on Standard 14.on Standard 14.
Based on the report determine:Based on the report determine:– does the institution meet the does the institution meet the
standard? Why or why not?standard? Why or why not?– What action would you What action would you
recommend, based on this one recommend, based on this one standard, for the institution?standard, for the institution?