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Assessment 101

November 27, 2001

An Introduction to Assessment in Student Affairs

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Overview Topics Covered in Today’s Session

Definitions of Assessment and Related TermsKey Stakeholders in AssessmentBenefits of Assessment in Student AffairsAssessment Myths and MisconceptionsA Comprehensive Model of Assessment Guidelines for Good Assessment PracticeBasic Steps in Implementing Assessment Assessment Resources

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What is Assessment?A Background Knowledge Probe

What does the term “assessment” mean to you? What synonyms come to mind when you

hear the term ‘assessment’?

What questions, concerns, or misgivings do you have about assessment?

What benefits might there be as a result of assessing your program and/or students?

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Definitions of AssessmentSchuh & Upcraft (2001)

Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, divisional, (program,) or agency effectiveness

It includes... assessment of student learning outcomes assessment of cost effectiveness assessment of “client” satisfaction assessment of compliance with professional standards assessment of comparisons to other institutions

It is not restricted to assessment of students, but includes assessment of faculty, staff, administrators, parents, employers, graduates ….

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Definitions of Assessment (AAHE, 1995)

Assessment is an ongoing process aimed at understanding and improving student learning

It involves ... making expectations RE learning explicit and public; setting appropriate criteria and high standards for

learning quality; systematically gathering, analyzing, and interpreting

evidence to determine how well performance matches those expectations and standards; and

using the results to document, explain, and improve learning and performance

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Definitions of Assessment(the key underlying questions)

What do we expect our students to know, to be able to do, and to value as a result of completing our program?

Do our students know, do, and value these things? Are they learning what we want them to learn? How do we know?

If they do NOT know, do, and value these things, how could our program be changed to improve their learning?

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Definitions of AssessmentA Glossary of Related Terms

Evaluation any effort to use assessment evidence to improve

program, departmental, divisional, or institutional effectiveness (Upcraft and Schuh, 1996)

Measurement a reference to the particular methods involved in

gathering assessment evidenceincluding interviews, focus groups, surveys, portfolios,

testssometimes divided into qualitative vs. qualitative, or

indirect vs. direct methods

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Assessment &Related Terms: A Program Evaluation Model

Inputs Activities Outputs Outcomes

Resourcesand

Constraints

What is donewith inputs

(ie, services)

Directproducts ofthe activities

Changes in orbenefits toparticipants

Resources Staff Funding Facilities Supplies

Constraints Regulations Policies

Workshops Immersions Mock Interviews Programs Internships Clinics Etc

# of participants # of classes

taught # of brochures

distributed # of hours of

service provided # of counseling

sessions held

new knowledge new skills attitudes values awareness modified

behavior altered status

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Why Assess? Stakeholders in Assessment

Accreditation commissions & state legislators…

Administrators and Staff... Faculty members... Graduate training programs and

employers... Parents… Students…

(prospective, current, exiting, alumni)

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Why Assessment in Student Affairs?

“…without assessment, student affairs is left only to logic, intuition, moral imperatives, goodwill, or serendipity in justifying its existence…”

– Upcraft & Schuh, 1996

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Why Assessment in Student Affairs?

Relationship to the Mission of the College Does our program help to improve students’

intellectual, personal, and spiritual development?

Role in Strategic Planning, Budget and Policy Development, Decision-Making

SurvivalQualityAffordabilityAccreditation

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Why Assess Now?

Concerns about accountability Perceptions about learning and higher

education Tight budgets and markets Savvy consumers Contemporary business practices (TQM,

etc) Educational reform

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Assessment Myths and Misconceptions

It’s a Passing Fad It’s Not My Job or

Concern You Can’t Assess What

We Do I Don’t Have the Time to

Do Assessment I Don’t Have the

Expertise to Do Assessment

Assessment Might Reveal “Bad” News

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A Comprehensive Model of Assessment Includes...

Tracking Who Uses Services, Programs, Facilities Assessing Student (Client) Needs Assessing Satisfaction with Services, Programs,

Etc Assessing Campus Climate, Student Culture... Assessing Program and Service Outcomes Benchmarking: Comparisons w Other Institutions Assessing Effectiveness Against Standards Assessing Cost Effectiveness

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Guidelines for Good Practice:What Accreditors Expect

Links to Mission, Goals, Objectives Involvement of All Segments of CampusMultiple Measures; Assessment of Cognitive,

Behavioral, Affective Domains of Learning Evidence of Use in Improving ProgramsOngoing Assessment & Re-Evaluation of

Assessment ProgramLinkages Between Assessment and

Planning/Budgeting Process

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Good Practice: Begin with a Plan

Essential Components of Assessment Plans Goals, Objectives, Intended Outcomes Methods,Techniques,Target Groups Time Line Provisions for Administration of Plan Provisions for Use/Sharing of Findings Evaluation of the Assessment Program

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Basic Steps in Assessment(What to do and when to do it)

Identify your program goals and objectives Define the problem; identify information necessary to help

solve it Determine where to get the necessary information Determine whom to study and when to study them Determine the best assessment methods, what instruments will

be used, how the data will be collected and who will collect it Determine how the data will be coded and analyzed; analyze

the data Report the results effectively Revise assessment objectives, criteria, and methods, etc., as

appropriate

Assessment in Student Affairs

“…good practice in student affairs occurs when student affairs personnel ask, ‘what are students learning from our programs and services, and how can their learning be enhanced?’…”

ACPA and NASPA Principles of Good Practice for Student Affairs, 1997

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Guidelines for Good PracticeSome Final Words of Wisdom

Tie assessment to a few key objectives intended learning outcomes, key problems, OR

primary strengths

Choose assessment methods wiselyPilot test if possibleAssess what you intend to useAssess at key decision pointsMake appropriate use of existing resourcesKeep it simple

More Final Words of Wisdom

“…assessment in student affairs is no longer a ‘luxury’ that is done only after all other priorities have been taken care of. Assessment is now a necessity that demands our highest priority…”

Upcraft & Schuh, 1996

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Assessment Resources

Books • Schuh, J.H, & Upcraft, M.L. (2001). Assessment practice in

student affairs: An applications manual, San Francisco: Jossey-Bass

• Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials, • Nichols, J. O. (1995). The departmental guide and record

book for student outcomes assessment and institutional effectiveness. New York: Agathon Press.

Web Siteshttp://www2.acs.ncsu.edu/UPA/survey/resource.htm

Local ResourcesOffice of Institutional Effectiveness; Assessment Committees

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Need Help?On Which Topic(s)?: Check all that apply

Involving/Motivating Staff, Students in Assessment Identifying or Developing Program Goals, Objectives, and

Intended Learning Outcomes Methods of Assessment and Criteria for Success

General Guidelines For Selecting Measures Strengths and Weaknesses of Various MethodsChoice & Implementation of a Specific Method

Analysis and Interpretation of Assessment Findings Means of Reporting and Using Assessment Information Other (Development of Timelines, Administrative Provisions,

including record keeping, etc.) Optional (Name or Program: )

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Concluding Questions:A One-Minute paper

What is the most important thing you learned today about assessment?

What remains most unclear or confusing to you about assessment at this point?