Moving Forward with Student Learning

Assessment

Linda Suskie

Vice PresidentMiddle States Commission on Higher Education

University of Nevada Las VegasMay 13, 2010

What’s the Big Deal

with Assessment?

CO

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NMAZ

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CT NJ

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• New England Association of Schools and Colleges, NEAS&C

• Middle States Association of Schools and Colleges, MSA

• Southern Association of Colleges and Schools, SACS

• North Central Association of Schools and Colleges, The Higher Learning Commissions, NCA-HLC

• Northwest Commission on Colleges and Universities, NWCCU

• Western Association of Schools and Colleges, WASC

Accreditation: The First 50 Years

• Voluntary, membership-controlled• Largely unregulated• Examined inputs, not outcomes

1965 Higher Education Opportunities Act (HEOA)

• Title IV funds only to colleges with Federally recognized accreditors

• Accreditors must comply with HEOA criteria

1980s and 1990s

• HEOA reauthorization– 1986: First outcomes

assessment language– 1998: Assessment

language strengthened– Regional accreditors

rewrote standards

• “Learning-centered” movement– Learning is a partnership– Assessment is a tool

• Research on effective pedagogies & student success

2000s: Calls for Accountability

• 2007 Spellings Commission• 2008 Higher Education Act negotiations

• Public information on quality & effectiveness• Transparent

– Easy to find & understand• Systematic – not anecdotes• “Comparable”

Will Assessment Ever Go Away?

• Federal regulations • Other calls for

accountability

• “Learning-centered” focus

• Evidence-informed planning & decision-making

Moving Forward

The Critical Role of Campus Leaders

Assessment permeates campus culture ONLY IF

campus leaders are truly and actively committed to assessment.

1. How Much Do We Value Teaching and Learning?

• Why do we teach?• What do we most want students to learn?• Why those things and not others?• How do we help students learn those things?• How do we know they’re learning it?

2. How Much Do We Value Innovation?

• Value efforts to improve teaching.

• Assessment results = teaching effectiveness?

• Assessment = scholarship?

3. How Much Do We Respect & Empower

People?• Do we respect campus values?

• Do we respect school, college & discipline values?

• Do we respect what everyone has been doing?

• Do we value collaboration?

Do Faculty Lead Assessment?

• Who are your assessment champions?

– Faculty-led assessment steering committees?

• What are they empowered to do?

• Are they the right people?

• Are they effective?

Do Faculty Understand What They Are to Do?

• Realistic, flexible expectations

• Simple, effective reporting requirements

• Constructive feedback

What About Academic Freedom?

• Teachers are entitled to freedom in the classroom in discussing their subject.

– AAUP 1940 Statement of Principles on Academic Freedom & Tenure

4. How Do We Support Assessment?

Time? Stop Doing Something Else.

• Committees

• New programs & courses

• Other new initiatives

• Specialized accreditation

Do We Minimize the Burden of Assessment?

• Only do what’s useful

• Quick & easy assessment tools

• Realistic about quality

• “Synch” processes

– Academic program review

– Specialized accreditation

– NWCCU accreditation

How Do University Leaders Promote & Facilitate Assessment?

• Use assessment results to inform important decisions.

• Help faculty find time.

• Professional development

• Technical support

• Freedom to fail

How Do University Processes Support Assessment?

• Constructive feedback on assessment reports

• Curriculum approval

• Administrative performance review

• Faculty promotion & tenure

• Resource allocation

Academic Program Review

• Quality

– Outcomes: Student learning

• Demand

• Cost and cost-effectiveness

5. How Do We Value

Assessment Efforts?

Five Stages of Assessment(from Elisabeth Kubler-Ross)

1. Denial 2. Anger3. Bargaining 4. Depression 5. Acceptance

Why Should Faculty Engage in Assessment?

• Mini-grants

• Recognition for teaching/learning grants

• Budget priority

Do We Use Assessment Results to Inform Important Decisions?

• “Innovation” grants

• Funding priority to requests supported by assessment evidence

• Strategic goals & plans based on assessment evidence

Do We Use Assessment Results to Celebrate & Publicize

Successes?

1. Value teaching & learning

2. Value innovation

3. Respect & empower people

4. Support assessment

5. Value assessment efforts