Transcript Institutional Effectiveness (ie) and Assessment

PROFESSIONAL DEVELOPMENT
INSTITUTIONAL EFFECTIVENESS (IE)
AND
ASSESSMENT
Dr. Mimi Johnson and Dr. Syed Raza
January 6, 2014
Trenholm State Technical College
Professional Development
10:40 AM – 11: 20 AM
Agenda
• Institutional Effectiveness (IE)
• Assessment
• Relationship between IE & Assessment
Process
• Q&A
Definition and Goal of IE:
• “IE is the SYSTEMATIC, EXPLICIT, and
DOCUMENTED process of measuring
institutional performance against mission in
all aspects of an institution.” (Resource Manual, 2013, p. 16)
• IE is the DOCUMENTATION of the quality and
effectiveness of all of our programs and
services.
• IE is linked to the decision-making process at
all levels, including the institutional ’s
budgeting process
Systems Supporting Improvement
Institutional Effectiveness Process:
1. PLANNING
2. EVALUATION
3. CONTINUOUS
IMPROVEMENT
Five Keys to Effective
Institutional Effectiveness
• Strong leadership from President
• Purpose determines objectives/
Expected outcomes with appropriate
assessment tools
• Appropriate Motivation
• Adequate Support and Resources
• Actionable Data (Data should fit the outcomes,
Not too general)
Assessment:
Agenda:
1.
Assessment Definition
2.
What does Assessment mean at
Trenholm State?
3.
What is your Role in Assessment?
Assessment:
An examination and review of evidence
representing levels of performance,
accomplishment, and knowledge.
Formative assessment: focused on providing
feedback to support improvement (e.g., not
graded)
Summative assessment: focused on evaluating
or judging the level of observed performance
(e.g., graded)
Points to remember about Assessment
People trust and understand the
process
They should believe that this process
work to their advantage,
Everyone is continuing to use it and
people are not on their own way
1. What Does Assessment mean at
Trenholm State Technical College?
1.1: Something required by SACSCOC
1.2: What instructor does in the classroom?
1.3: What administrators do in their departments?
1.4: Used for continuous improvement
1.5: Used to Evaluate Performance
1.6: Talk about it but really do not do it
1.7: We do it but not sure about the quality
2. What is your Role in Assessment?
2.1: Faculty conducting assessment in courses
2.2: Assessment and Accountability Coordinator
2.3: IE/Assessment office staff providing assessment support
2.4: IE/Assessment Director managing Assessment program
2.5: Others
LEVEL OF ASSESSMENT:
Level of Assessment:
o Classroom assessment:
 Determination of individual student performance at course level
by instructors
o Course assessment
 Determination of how well a course in meeting student learning
outcomes
o Program assessment
 Determination of how well an academic program is meeting
student learning outcomes
 Determination of how well an education support program is
meeting its objectives
o Institutional assessment
 Determination of institutional performance
SACSCOC REQUIREMENTS
Core Requirement 2.5:
• “The institution engages in ongoing, integrated, and
institution wide research-based PLANNING and
EVALUATION processes that (1) incorporates a
SYSTEMATIC REVIEW of institutional mission, goals,
and outcomes, (2) result in CONTINUING
IMPROVEMENT in institutional quality, and (3)
demonstrate the institution is effectively
ACCOMPLISHING ITS MISSION.” (Principles of Accreditation,
2012).
Core Requirement 2.5:
There are two processes involved:
1. PLANNING is on-going, integrated, institution wide, and
research-based.
2. EVALUATION is on-going, integrated, institution wide, and
research-based.
What do we mean by:
• ON-GOING – currently functioning system, not a partial
process but one where the loop is closed (more than once),
recent evidence
• INTEGRATED – institutional planning and evaluation
processes are linked to each other, linked to decision-making
• INSTITUTION-WIDE – Macro view, strategic planning
• RESEARCH-BASED – Data are transformed into information,
evidence-driven plans and decisions, actions are supported
by internal and/or external research
What do we mean by:
• SYSTEMATIC REVIEW – review process is presented and
described, it is clearly followed, it is sequential, not a
collection of ad hoc activities
• CONTINUOUS IMPROVEMENT – actual evidence of
improvements – institutional, not unit level – with clear
linkage to planning and evaluation/assessment findings
• ACCOMPLISHING THE MISSION – strategic plans that are
successfully implemented and strategic goals are achieved
Comprehensive Standard (CS) 3.3.1:
• The institution identifies
• Expected outcomes
• Assesses the extent to which it achieves
these outcome
• Analysis the results
• Provides evidence of improvement
based on results
Comprehensive Standard Conti…
• CS 3.3.1.1 – EDUCATIONAL PROGRAMS (INCLUDE
STUDENT LEARNING OUTCOMES)
•
• CS 3.3.1.2 – ADMINISTRATIVE SUPPORT SERVICES
•
• CS 3.3.1.3 – ACADEMIC AND STUDENT SUPPORT
SERVICES
•
• CS 3.3.1.4 – RESEARCH WITHIN ITS MISSION, IF
APPROPIRATE
•
• CS 3.3.1.5- COMMUNITY /PUBLIC SERVICE WITHIN
ITS MISSION, IF APPROPIRATE
ASSESSMENT CYCLE:
Institutional Questions:
• Is there is a need for some consistency among
different program assessment plans?
– Example: college-wide competencies
• How does the institution know that programs are
using assessment plans to improve programs?
• How does the institution improve the quality of
program assessment plan?
• How does an institution provide evidence of
compliance with assessment accreditation standards?
QUESTIONS?