Transcript Assessment and Accreditation: Planning for a Compatible

Assessment and Accreditation:
Planning for a Compatible
Relationship
Is it possible?
Answer: Only with planning!
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Begin at the end: What does the accrediting agency
require and what elements of your assessment
initiative can meet those needs?
1. Assessment data at all levels: institution,
program/unit, and course/office – have a plan,
and work your plan.
2. Documented use of the data for improvement.
3. An established cycle that ensures continued
assessment activities.
4. Faculty and staff who are involved and
committed to assessment.
Key elements
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Employing measurable institutional goals at the
macro level.
Example (old): Promote an excellent learning
environment to foster student success.
Changed to (new): Increase students’ success in
achieving their educational goals.
Need: Baseline data, establish benchmark, gather
data, review outcomes, determine improvements
needed to assist students to better achieve their
goals.
Develop linkages between
institutional levels.
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Demonstrate clear connections between institutionallevel outcomes and all levels derived from the
institutional level.
Connect Mission to course-level outcomes (see
attached).
Connect Mission to office-level outcomes
(see attached).
Show that this has been done across all
programs and offices.
Documenting Improvements: The
most basic element in accreditation.
Don’t spend so much time collecting data that you
have no time to analyze it and make improvements.
 Prepare a report mechanism that allows you to
collect data on how faculty/staff have used
assessments for improvement.
 Survey faculty/staff on their involvement in the
assessment initiative so you can document changes
needed in the way assessment is conducted.
Key question: What changes have been made as
a result of assessment? Are they documented?
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External Surveys as Validation
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Employ national surveys for validation of
internal assessments.
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CCSSE supported course embedded
assessments that indicated students were
challenged academically.
External surveys also provide opportunities
to benchmark against peers.
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SUNY SOS peer comparison data showed that
Genesee ranked first or second in 45 areas.
Using Assessment Software
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Employing software such as TracDat (www.Nuventive.com) to
link all levels and to document historical changes in courses
and programs.
Providing electronic submission of data and recording of
changes for improvement.
Managing an assessment database.
Summarizing General Education benchmark attainment.
Key: Show that you can handle a large volume of data
and that the data provide you with information that leads to
improvements.
Areas where work remains:
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Document that results of outcomes assessment
drive planning and resource allocation.
Identify multiple strategies for using assessment
results.
Develop/use a glossary of standard terms regarding
assessment.
Establish a pattern in which program improvement
initiatives flow directly from outcomes assessments.
Continue ongoing institutional and academic
assessment training.
Retrospective: What would I do
differently?
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Make sure that every level has independent
measurable outcomes.
Develop a mechanism for faculty and staff to report
changes/improvements based upon assessment
data --- show clearly that assessment has mattered!
Concentrate on the linkages between assessment,
planning, and resource allocation.
Fully develop electronic data management
capabilities.
Establish comprehensive communication systems,
including an assessment website.
So, yes, it is compatible but…
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You have to establish the system that MAKES it compatible --it is not automatic.
Accreditation focuses on the END -- you have to know the end,
but you have to focus on the beginning or you won’t have an
END!
Remember that it will take much more time than you believe it
will to ensure the compatibility.
It requires the commitment of key administrators as well as
faculty and staff.
You must communicate, communicate, communicate! Don’t be
so involved in the details that you neglect the people!
Final points: Evidence, Evidence and
more Evidence!
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Employ multiple sources of data, both internal and
external, both quantitative and qualitative.
Demonstrate that assessment is Mission-driven and
that institution, program, and course/office
assessment outcomes are directly linked.
Show how assessment outcomes are used for
improvement. Document the improvements.
Also clearly document that assessment outcomes
‘drive’ planning and resource allocation.
Communicate to all constituents so that a ‘culture of
assessment’ permeates the institution.
Questions???
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If you have questions or would like more information,
please contact:
Dr. Ruth Andes
Assistant Dean for Assessment and
Special Projects
Genesee Community College
Batavia, NY 14020
(585) 343-0055, Ext. 6308
[email protected]
Sample Academic Assessment Report Cycle
Mission:
Genesee Community College commits to providing educational experiences which promote intellectual and social
growth, workforce and economic development, and global citizenship.
College Goal:
Promote an excellent learning environment to foster student success.
Institution Learning Outcome:
Communicate effectively using appropriate written, verbal, and non-verbal skills.
Program Learning Outcome:
Employ proficient written and verbal communication skills, including the appropriate uses of technology.
Course Learning Outcome:
In HUS110, students will be able to write three case plans, identifying for each: relevant background information, three
objective behavioral descriptions, a measurable objective, and two positive, empowering helper/teacher methods.
Assessment Strategy:
Using the second case plan, 70% of students met or exceeded the benchmark of 70%. While the benchmark was
attained, data indicated that students had difficulty with two components of the case plan: behavioral descriptions and
the behavioral objective.
Remedy:
More instructor feedback will be given during the designing of the first case plan. Students will work on drafts in class
and write their behavioral descriptions and objectives in their daily class and intern journal.
Assessment Results:
In Spring 2003, 90% of students achieved the benchmark. In Fall 2004, 83% of students achieved the benchmark. In
Spring 2005, 94% of students achieved the benchmark. In Fall 2005, 100% of students scored 80% or above. In a
subsequent Assessment Impact survey, the Human Services program coordinator noted, Case reports for HUS
students have undergone significant changes as far as my teaching and evaluation of student work. For example, a
grading sheet was developed that makes it much clearer what students need to do to achieve maximum points on their
case report. From the grading sheet, I redesigned the lesson plan for teaching students about case writing. That
resulted in a more obvious connection between the learning in class and the end result (student case report and
subsequent grade). I also added samples of student case reports that were done well. I continue to monitor
assessment results to determine where I need to adjust my teaching to maximize student learning. Assessment has
been the critical factor in effective teaching of case report writing.
Sample Institutional Assessment
Report Cycle
Unit/Area of the College
Academic Affairs
College Mission reference
The college community values diversity and welcomes all who can benefit as they
seek to attain their educational, career, and personal goals.
College Goal to be filled
Goal 2: Continuously Improve the Quality of Degree Programs and Services
through Assessment, Innovation, and Planning.
Unit/Area of the College Goal to be
fulfilled (EVPAA)
Provide viable programs that meet the needs of students and the community.
Office Goal (Dean)
Develop a new Biotechnology program.
Intended Office Outcome
By August 31, 2006, a new Associate degree program in Biotechnology that will
transfer to regional baccalaureate institutions will be approved by the Academic
Senate and submitted to SUNY and the New York State Education Department for
registration.
Assessment Methods and Criteria
for Success
A new AS degree in Biotechnology program will be approved by the Senate by May
2006 as documented by Senate minutes. The program will be registered, and a
minimum of 10 matriculated students will be enrolled for the Fall 2007 semester.
Assessment Results
Program was approved by Senate in April 2006.
Actions Recommended/Taken
Based on the Results
Program was submitted to SUNY/NYSED for approval, approval was received, and
recruitment for Fall 2007 will begin Spring 2007.