Transcript ABHE Team Evaluator Training 2013 Evaluating Academics and

ABHE Team Evaluator Training
2013
Evaluating Academics
and
Student Learning
Cliff Churchill, Hobe Sound Bible College
Standard 2 (STUDENT LEARNING,
INSTITUTIONAL EFFECTIVENESS & PLANNING)
The institution demonstrates that it is
accomplishing and can continue to accomplish
its mission, goals and program objectives and
improve performance through a regular and
comprehensive system of assessment and
planning. Central to this plan is the systematic
and specific assessment of student learning and
development through a strategy that measures
the student’s knowledge, skills and competencies
against institutional and programmatic goals.
2a: ASSESSMENT OF STUDENT
LEARNING AND PLANNING
In Essential Elements relative to this standard, an accredited institution is
characterized by . . .
1. The identification of appropriate inter-related student outcomes in
the context of institutional goals, program objectives and course
objectives.
2. A shared commitment on the part of students, faculty, staff, and
administration to achieve these stated outcomes
3. A written outcomes assessment plan that articulates multiple
means to validate expected learning outcomes
4. Criteria appropriate to the higher education credential to be
awarded for evaluating success with respect to student
achievement.
5. Validation, as a result of using the outcomes assessment plan, that
students are achieving the stated outcomes relative to institutional
goals, program objectives and course objectives.
6. A process whereby these outcome measurements lead to the
improvement of teaching and learning.
7. The ongoing provision of reliable information to the public
regarding student achievement, including graduation and
employment rates.
A 2a Recommendation might look like
this:
As the Institution works towards its stated desire for
growth in its programs and student body size, careful
and systematic assessment and planning will be
fundamental to future strength and success. A multiyear strategic plan that is the outworking of ongoing
assessment and planning is a vital aspect of
institutional success. The Team recommends the
Institution continue to invest significantly in an
assessment plan that builds the foundation for a
strategic planning document that guides the
Institution towards the achievement of its goals
and mission. (Essential Elements 2a.3, 2a.5,
2b.2, 2b.3, and 2b.5).
Standard 11 (ACADEMIC PROGRAMS)
The institution’s academic programs are appropriate
to the achievement of its mission and to the level of
educational programs offered, with some programs
oriented specifically to full-time vocational ministry
but all programs enabling students to achieve a
biblical worldview. (See Handout #1)
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11a: Curriculum
11b: Ministry Formation Program
11c: Academic Patterns and Procedures
11d: Alternative Academic Patterns
A Standard 11 Suggestion might look like
this:
The Compliance document, on page 121, notes,
“The main weakness is the lack of effective
tracking of our alumni in order to clearly
demonstrate the impact of our programs
beyond the student’s time at [this Institution].”
The Team suggests that the Institution
more closely track alumni to determine
the impact of programs on students’ lives
(Essential Element 11a.5).
People to See . . .
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President
Academic Dean
Registrar
Librarian
Advancement
Director, Distance Education
Director, Field Experience
Board
Students
Student Government
Faculty
Department Chairs
Groups . . .
• Enables several perspectives at once
• Efficient use of interview time
Adjuncts . . .
• Add a different perspective
• Provide meaningful information on amount of
involvement
Graduates . . .
• Often on staff of institution
• Provide insight on where the institution has
been and where it is going
People Outside of Academics . . .
• They can sometimes verify claims of the
institution
• They offer a different perspective
Questions to Ask . . .
• On occasion, ask the same question of different
people
• Come from pre-visit review of documents
• Come out of follow-up of interviews,
observations and document review onsite
Cross Reference…
• Ask same questions of others
• Get academic perspective outside
of “academic sources”
Documents to Review for Assessment
of Student Learning (Standard 2a) . . .
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Assessment plan
Student survey instruments
Aggregate survey results,
Compilations of interview data
Samples of student portfolios
Summaries of actions taken to improve
instruction and/or learning
Documents to Review for Academic
Programs (Standard 11) . . .
11a. CURRICULUM
Catalog, course syllabi, class schedules
11b. MINISTRY FORMATION PROGRAM
Student ministries handbook, student ministry files, roster of ministry supervisors,
faculty minutes
11c. ACADEMIC PATTERNS AND PROCEDURES
Catalog, academic calendar, organizational chart, faculty handbook, job
descriptions
11d. ALTERNATIVE ACADEMIC PATTERNS
Catalog, course syllabi, course materials, enrollment data, grading/evaluation data,
policies and procedures for ensuring integrity
Other documents to Review for Academic and Student Learning: Compliance
Document, Assessment Document, Planning Document, Syllabi, Board,
Committee, Faculty, Cabinet Minutes, Faculty Handbook, Assessment Results,
Student Handbook, Field Education Handbook, Student Academic Records,
Faculty Personnel Files, Field Experience Handbook, Samples of Student Work, Samples of
Faculty Scholarly Writing, End of Course Evaluations, Faculty Observations, Catalog,
Internship and Coop Handbooks, Brochures, Publications, Distance Education Records
Include Conditions of Eligibility and
USDE Requirements, for example . . .
Standard #2
1. Success with respect to student achievement in relation to the institution’s
mission, including as appropriate, consideration of course completion,
State licensing examination, and job placement rates. The adequacy and
means used to document student achievement such as:
a. evaluation of senior theses,
b. review of student portfolios,
c. general education assessments,
(1) standardized test results,
(2) graduate or professional school test results,
(3) graduate or professional school placements,
d. job placement rates,
e. licensing examination results,
f. employer evaluations, and
g. other
NOTE: Documentation of achievement is to be verifiable and consistent.
Confer With Experts on the Team . . .
• Usually Team members come from institutions
where they “wear many hats”
• Pick their brains on Standards 2a and 11