A SSESSMENT IN S TUDENT A FFAIRS

Systematic process for collecting, reviewing, and usingevidence/data for the purposes of overall improvementand enhancing student learning; is not static or “one-time” “How do we know that we are doing what we say we are doing?” “How well are we doing what we say we are doing?”

W HY ?

External Pressures Accountability Rising Costs Quality Control Accreditation Internal Pressures Budgetary Constraints Effectiveness Issues Quality of Programs/Services

Are these student services really necessary?

O

VER ALL

G

OALS ARE



Improvement of Programs and Services

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Smart Decision-Making



Strategic Planning

AAHE A

SSESSMENT

P

RINCIPLES

The assessment of student learning begins with educational values.

Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

P

RINCIPLES CONTINUED

Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

Assessment works best when it is ongoing, not episodic.

Assessment fosters wider improvement when representatives from across the educational community are involved.

P

RINCIPLES CONTINUED

Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

Through assessment, educators meet responsibilities to students and to the public.

American Association for Higher Education (AAHE) Assessment Forum with support from the Fund for the Improvement of Postsecondary Education Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright

S TUDENT LEARNING AND DEVELOPMENT OUTCOMES

     

Provide empirical evidence of the contributions of programs.

Help in making decisions for program improvements that can strengthen and enhance student learning and development.

Meet external requirements.

Illustrate how Student Affairs programs are meaningful.

Inform others why program or service should exist.

Demonstrate accountability.

M

OVING

B

EYOND

S

ATISFACTION

S

TUDENT

Measuring Student Learning and Development Outcomes should be the primary focus of Student Affairs Evaluation and Assessment the majority of the time.

This framework is necessary in order to improve programs and services and show the impact the co-curricular has on academic success.

T

YPES OF

A

SSESSMENT



Needs

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Campus Environment

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Student Culture

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National Standards

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Satisfaction

ALL OF THESE ARE IMPORTANT AND HAVE THEIR PLACE IN A COMPREHENSIVE ASSESSMENT APPROACH

R ECENT AND CURRENT ASSESSMENTS IN S TUDENT A FFAIRS Centennial Hall in the first semester (second semester in progress) Goals: Learn about the student experience in this particular large setting Develop comparison data on other large classes Understand impact, if any, on student performance Provide feedback to faculty and administrators Develop programs and education to support students

SA

ASSESSMENTS CONTINUED

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Arizona Assurance, first and second cohorts Goals: Evaluate effectiveness of both the financial support and retention programming components of the program Fine tune the offerings over time Demonstrate how to use assessment integrated into program decision-making

SA A

SSESSMENTS CONTINUED

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Campus safety Goals: Understand student perceptions of safety on and off campus Develop educational information based on results Inform campus of safety issues with potential for improvement

SA A

SSESSMENT CONTINUED

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Student Services Fees Goals: Understand current students’ greatest needs for services Assist student leaders in prioritizing uses of the resources Gauge student satisfaction with uses of previous SSF resources

H

OW WE ARE ORGANIZED

 http://assessment.arizona.edu/student_support_s ervice