Transcript Institutional Effectiveness: Administrative and

Institutional Effectiveness:
Administrative and Educational
Support Assessment Units
A Practical Handbook Incorporating
TracDat Terminology
Table of Contents
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TracDat
Unit Purpose
Administrative Outcome
Assessment Methods and Criteria
Results and Analysis and Use of Results
Student Learning Outcome
Sample of Administrative Outcome
Sample of Student Learning Outcome
Appendix 1 – Institutional Goals
Appendix 2 – Checklist for Assessment Needs
Appendix 3 – Worksheet for Service Outcomes
Appendix 4 – Worksheet for Learning Outcomes
What is TracDat?
A complete software process application
for managing continuous improvement
throughout academic and non-academic
areas of higher education institutions
TracDat
• Defines and aligns goals among all levels
of the institution
• Documents how results are used to
improve services and learning
• Real-time visibility and documentation
• Data stored in a single location for security
and accessibility
• Goal and evidence based decision making
What is an
Administrative and Educational
Support Assessment Unit?
1. One that receives a separate budget
2. One that provides distinct services
Sample Assessment Units
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Alumni Relations
Financial Aid
Human Resources
Physical Plant
Advising
Residential Life
Distance Education
Reporting Unit
Refers to the Division Unit (Dean or Vice President) that you are
responsible to according to the TJC Organizational chart
Divisions are:
Academic Affairs
Advancement/External Affairs
Applied Studies
Business Affairs
Continuing Studies
Student Affairs
Support Services
University Studies
Why Should Administrative and
Educational Support Units Be
Involved In Doing Effectiveness?
1. Continuous Quality Improvement as part
of an overall process of improving
services
2. To satisfy regional accrediting
agencies
3. State mandates
4. Competition – to attract students by
providing better institutional services
Assessment Process
DEVELOP AND
IMPLEMENT
IMPROVEMENT
STRATEGIES
AGREE ON
PURPOSE AND
LINK TO COLLEGE
GOALS
USE RESULTS AND
ANALYSES TO
IDENTIFY WEAKNESSES
DEFINE
OUTCOMES
IDENTIFY
ASSESSMENT
METHODS
AND CRITERIA
Developing a Unit Purpose
Your unit’s statement of purpose describes
the services you provide and the clients
for whom those services are provided. It
has:
1. A philosophical statement
2. A list of services, and
3. Needs to be revisited at least once a year to
determine if any services have been added
or deleted
Link to Institutional Goal
Identification of the Specific Goal the
Outcome Addresses
See Appendix 1
Outcome Type
Several Types of Outcomes
• Administrative
• Strategic
• Student Learning
Outcomes
• At the present time, most Administrative and
Support Units have Administrative Outcomes.
Student Affairs and Support Services, in
particular, may also have Student Learning
Outcomes. The remainder of this handbook will
focus primarily on Administrative Outcomes
within the complete assessment process.
• Student Learning Outcomes will be briefly
discussed at the end.
Administrative Outcome
• Refers to currently existing services under the
control of the unit and is worded in terms of what
the unit will accomplish or what it’s clients should
think, know, or do following the provision of
service
• Probably no more than 2 outcomes per unit
• Importance: Forms the basis for the Unit Plan
and involves participation by staff
• See Appendix 2
Once you have identified services,
creating administrative outcomes
is a piece of cake.
Administrative Outcomes
Based on
Currently Existing Services
Name of Unit will
provide
improve
decrease Name of Current Service
increase
provide quality
Administrative Outcomes
Based on
Currently Existing Services
Client…will be satisfied with…Name of Current Service
Administrative Outcomes
Based on
Currently Existing Services
Students attending
AES Service
Tutoring
Academic advising will
Workshops
Library orientations
Verb + Outcome
Improve…
Increase…
Understand…
CAUTION
CAUTION
Administrative Outcomes
REMEMBER
Outcomes refer to
Currently Existing Services
NOT
Future Actions
See Appendix 3
Assessment Methods and Criteria
• Assessment Methods are the tools,
activities, and processes used to gather
information and explain how the services
will be measured and evaluated
• Criteria are specific, measurable
statements identifying the requirements
needed to assess the degree to which the
administrative outcome was achieved
REMEMBER:
Match the assessment method to the
outcome and not the reverse
Types of Methods Used by
Administrative and Educational
Support Units
Attitudinal measures of client satisfaction
Direct measures or counts of unit services
External validation
Attitudinal Methods are the Most Common
Form of Assessment for Administrative and
Educational Support Units BUT IT
LEADS TO OVER SURVEYING THE
STUDENTS.
Types of Attitudinal Methods
• Standardized:
• Locally Developed:
 NOEL-LEVITZ
 ACT
 NCHEMS
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Alumni Surveys
Graduating Student
Employer
Point of contact
Faculty/Staff
Direct Measures or Counts of Unit
Services
 Volume of Activity
(number of persons served)
 Level of Efficiency
(average time for response)
 Measure of Quality
(average errors per audit)
Examples of Administrative
Applications and Assessment
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Admissions…………………Application Response Timing
Admissions…………………Telephone Response Timing
Budgets and Planning…….Budget Processes
Business Services…………Payroll Distribution
Campus Security…………..Availability of Parking
Development……………….Mailing List Development
Duplication Services……….Bulk Mail Distribution
Duplication Services……….Reduction of job time
Examples of Administrative
Applications and Assessment
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Food Services………….. Cafeteria Services
Human Resources…….. Selection processes
Information Technology.. Information Distribution
Plant Operations……….. Work Order Response
Physical Plant……………Remodeling Process
Physical Plant……………Equipment Servicing
Registrar’s Office………..Grade Posting
Registrar’s Office………..Transcript Holds
External Validation
Periodic assessment of the relationship of the
department/unit’s efforts to “good and
acceptable practice,” by a “neutral” person who
is knowledgeable in the field
• Auditor
• Consultant
• Public Health Inspector
• Fire Marshall
• Peer-Professional Association
Assessment Methods and Criteria
Should Include:
• Specificity when naming the instrument or
report to be used
• A description of “to whom” and “when” the
assessment will be administered
• A statement referencing “by whom” and
“based upon what” the results will be
judged
• An indication as to what level of success is
desired
Results and Analysis
Results: Data collected on what a unit does
produced through types of service
Analysis (or Evaluation): the procedure for
determining the meaning of the
assessment results and making
recommendations for action
Use of Results
• How the results will be used by the unit to
improve the services it provides to its
customers
• How the results will be used by the unit to
justify professional development, travel,
equipment, personnel, facilities, etc.
(Budget)
REMEMBER:
The purpose of assessment is not to
compare administrative units, but to use
what is learned from the assessment
activities to improve your unit’s
performance.
Student Learning Outcome
A statement describing what the student
should be able to think (affective), know
(cognitive), or do (behavioral) upon
completion of the instruction.
See Appendix 4