Embed Size (px)
Citation preview
1
2018 Nationwide Student Affairs Survey of Assessment Culture
2
Table of Contents
Purpose of Assessment....................................................................................................................3
Leadership of Assessment...............................................................................................................8
Assessment Structures and Resources..........................................................................................10
Sharing of Assessment Results......................................................................................................13
Uses of Assessment........................................................................................................................16
Perceptions of Assessment............................................................................................................19
Student Affairs Staff Perceptions..................................................................................................24
3
Purpose of Assessment
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment is expected as part of myinstitution's continuous improvement process.
Assessment is an exercise primarily forcompliance purposes.
The purpose of assessment depends largely onwho is asking for assessment results.
The purpose of assessment is clearlyunderstood at my institution.
If assessment was not required, I would not bedoing it.
Assessments of programs are typicallyconnected back to student learning.
0 10 20 30 40
31
8
9
3
5
8
35
12
28
25
4
42
6
26
21
26
9
14
6
5
1
9
15
3
-
22
16
13
27
8
-
5
3
2
18
1
4
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessments do not have clear focus.
Assessment is a "necessary evil" in studentaffairs.
Assessment is conducted based on the whimsof the people in charge.
Discussions about student learning are at theheart of my division's assessment effort.
Assessment processes yield evidence of mydivision's effectiveness.
I clearly understand assessment processes inmy department.
0 5 10 15 20 25 30
2
3
4
7
8
10
9
8
9
29
32
25
14
11
19
22
22
19
19
10
6
11
9
11
30
29
27
6
5
8
3
16
13
3
2
5
5
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
Assessment is expected as part of my institution's continuous improvementprocess.
1.83 0.87 0.75 78 143.00 0.92 0.08
Assessment is an exercise primarily for compliance purposes. 3.46 1.46 2.12 78 270.00 0.59 0.41
The purpose of assessment depends largely on who is asking for assessmentresults.
2.95 1.41 2.00 78 230.00 0.74 0.26
The purpose of assessment is clearly understood at my institution. 3.13 1.21 1.47 78 244.00 0.69 0.31
If assessment was not required, I would not be doing it. 4.40 1.42 2.01 78 343.00 0.23 0.77
Assessments of programs are typically connected back to student learning. 2.53 1.15 1.33 76 192.00 0.84 0.16
Assessments do not have clear focus. 3.97 1.19 1.43 77 306.00 0.32 0.68
Assessment is a "necessary evil" in student affairs. 4.32 1.42 2.01 77 333.00 0.29 0.71
Assessment is conducted based on the whims of the people in charge. 4.05 1.48 2.18 78 316.00 0.41 0.59
Discussions about student learning are at the heart of my division'sassessment effort.
2.86 1.23 1.51 78 223.00 0.74 0.26
Assessment processes yield evidence of my division's effectiveness. 2.71 1.16 1.34 78 211.00 0.79 0.21
I clearly understand assessment processes in my department. 2.96 1.40 1.96 78 231.00 0.69 0.31
6
"______________________ is the primary reason assessment is conducted at my institution."
Other Providing evidence of student affairs' impact on student learning or development Access to financial resources TraditionImproving student learning or development Compliance with governmental mandates Accreditation External Accountability Internal Accountability
1%, 1
20%, 16
6%, 5
0%, -
29%, 235%, 4
15%, 12
4%, 3
19%, 15
7
Other - Text
Continuous improvement
8
Leadership of Assessment
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
It is clear who is ultimately in charge ofassessment in my division.
Faculty are in charge of assessment at myinstitution.
Upper Student Affairs Administrators havemade clear their expectations regarding ...
I can name the office at my institution thatleads assessment efforts for accreditation ...
I can name the office at my institution thatleads assessment efforts for student ...
0 5 10 15 20 25
10
1
5
19
14
24
6
25
17
17
14
20
14
12
13
8
9
7
10
9
11
28
17
8
10
4
5
3
4
7
9
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
It is clear who is ultimately in charge of assessment in my division. 2.97 1.46 2.14 71 211.00 0.68 0.32
Faculty are in charge of assessment at my institution. 4.04 1.21 1.46 69 279.00 0.39 0.61
Upper Student Affairs Administrators have made clear their expectations regardingassessment.
3.21 1.42 2.03 71 228.00 0.62 0.38
I can name the office at my institution that leads assessment efforts foraccreditation purposes at my institution.
2.76 1.54 2.38 70 193.00 0.69 0.31
I can name the office at my institution that leads assessment efforts for studentlearning at my institution.
3.07 1.62 2.64 70 215.00 0.63 0.37
10
Assessment Structures and Resources
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment is emphasized as part of thedivision's culture.
There is no systematic approach toassessment in my division.
Assessment is primarily the responsibility offaculty members.
Assessment is primarily the responsibility ofstudent affairs staff.
Assessment is primarily the responsibility ofupper student affairs administrators.
My division is structured in a way thatfacilitates assessment practices focused on ...
0 5 10 15 20 25 30 35
7
7
3
3
4
5
21
16
9
10
14
16
20
13
6
13
15
18
6
12
8
11
6
8
13
14
35
25
25
18
-
5
6
4
2
-
11
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment for accreditation purposes isprioritized above other assessment efforts.
There are sufficient financial resources to makechanges in my division.
A recommended change is more likely to beenacted if it is supported by assessment data.
Assessment is an organized, coherent effort inmy division.
Assessment results have no impact onresource allocations.
Assessment is vital to my division's way ofoperating.
Upper student affairs administrators aresupportive of making changes.
0 5 10 15 20 25
7
2
17
4
4
6
8
27
1
21
17
13
21
24
16
11
20
15
10
19
18
6
13
4
11
21
8
9
7
24
5
13
15
10
6
1
14
-
6
4
2
2
12
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
Assessment is emphasized as part of the division's culture. 2.96 1.26 1.60 67 198.00 0.72 0.28
There is no systematic approach to assessment in my division. 3.37 1.48 2.20 67 226.00 0.54 0.46
Assessment is primarily the responsibility of faculty members. 4.21 1.37 1.87 67 282.00 0.27 0.73
Assessment is primarily the responsibility of student affairs staff. 3.86 1.35 1.81 66 255.00 0.39 0.61
Assessment is primarily the responsibility of upper student affairs administrators. 3.61 1.40 1.97 66 238.00 0.50 0.50
My division is structured in a way that facilitates assessment practices focused onimproved student learning.
3.28 1.31 1.71 65 213.00 0.60 0.40
Assessment for accreditation purposes is prioritized above other assessmentefforts.
2.72 1.21 1.45 64 174.00 0.78 0.22
There are sufficient financial resources to make changes in my division. 4.51 1.22 1.48 65 293.00 0.22 0.78
A recommended change is more likely to be enacted if it is supported byassessment data.
2.39 1.15 1.31 67 160.00 0.87 0.13
Assessment is an organized, coherent effort in my division. 3.45 1.44 2.07 66 228.00 0.55 0.45
Assessment results have no impact on resource allocations. 3.63 1.34 1.79 67 243.00 0.40 0.60
Assessment is vital to my division's way of operating. 3.02 1.30 1.68 66 199.00 0.70 0.30
Upper student affairs administrators are supportive of making changes. 2.81 1.25 1.56 67 188.00 0.75 0.25
13
Sharing of Assessment Results
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment results are regularly sharedthroughout my division.
Official communications encourageassessment of student learning.
Assessment results are NOT intended fordistribution.
Student assessment results are NOT regularlyshared with student affairs staff.
Assessment success stories are sharedthroughout my division.
0 5 10 15 20
5
5
3
10
3
13
17
5
15
9
17
13
12
16
21
5
9
12
11
8
19
15
20
5
19
3
3
9
4
2
14
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Student affairs staff consistently receiveassessment data from administrators.
Assessment results are available fromadministrators by request.
Assessment results are regularly requested bystudent affairs staff in my division.
Communication of assessment results hasbeen effective.
I am aware of several assessment successstories (i.e. instances of assessment ...
0 5 10 15 20
2
2
4
2
3
4
19
4
11
12
17
23
17
21
9
14
7
12
10
13
19
6
21
14
18
5
-
2
3
6
15
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
Assessment results are regularly shared throughout my division. 3.47 1.43 2.06 62 215.00 0.56 0.44
Official communications encourage assessment of student learning. 3.34 1.42 2.03 62 207.00 0.56 0.44
Assessment results are NOT intended for distribution. 4.11 1.37 1.87 61 251.00 0.33 0.67
Student assessment results are NOT regularly shared with student affairs staff. 2.97 1.41 2.00 61 181.00 0.67 0.33
Assessment success stories are shared throughout my division. 3.60 1.28 1.63 62 223.00 0.53 0.47
Student affairs staff consistently receive assessment data from administrators. 3.97 1.21 1.47 61 242.00 0.38 0.62
Assessment results are available from administrators by request. 2.93 1.01 1.01 57 167.00 0.77 0.23
Assessment results are regularly requested by student affairs staff in my division. 3.80 1.26 1.59 60 228.00 0.42 0.58
Communication of assessment results has been effective. 3.52 1.25 1.56 61 215.00 0.56 0.44
I am aware of several assessment success stories (i.e. instances of assessmentresulting in important changes) in my division.
3.80 1.42 2.03 61 232.00 0.39 0.61
16
Uses of Assessment
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Decisions are made using assessment data.
Assessment results are used to scare studentaffairs staff into compliance with what the ...
Assessment data are regularly used in officialcommunications (e.g., speeches, ...
Assessment data are used to identify to whatextent student learning outcomes are met.
Assessment results are used for improvement.
Administrators use assessment to punishstudent affairs staff members.
0 5 10 15 20 25 30
6
4
1
4
6
-
17
2
11
18
23
2
23
8
23
21
20
4
7
14
9
4
7
12
8
27
17
13
6
30
3
9
1
3
2
16
17
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment results are criticized for “goingnowhere” (i.e., not leading to change).
There is pressure to reveal only positive resultsfrom assessment efforts.
Upper student affairs administrators useassessment results in public ways (i.e., ...
Change occurs more readily when supported byassessment results.
Assessment results in a fair depiction of what Ido as a student affairs staff member.
Assessment results in an accurate depiction ofwhat I do as a student affairs staff member.
0 5 10 15 20
7
4
4
10
3
3
6
8
16
17
6
2
18
18
18
19
21
23
14
7
10
10
11
13
15
20
12
4
16
15
2
5
1
1
3
3
18
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
Decisions are made using assessment data. 3.05 1.29 1.67 64 195.00 0.72 0.28
Assessment results are used to scare student affairs staff into compliance with whatthe administration wants.
4.33 1.30 1.69 64 277.00 0.22 0.78
Assessment data are regularly used in official communications (e.g., speeches,publications, etc.).
3.53 1.16 1.35 62 219.00 0.56 0.44
Assessment data are used to identify to what extent student learning outcomes aremet.
3.21 1.35 1.81 63 202.00 0.68 0.32
Assessment results are used for improvement. 2.84 1.21 1.48 64 182.00 0.77 0.23
Administrators use assessment to punish student affairs staff members. 4.84 0.97 0.94 64 310.00 0.09 0.91
Assessment results are criticized for “going nowhere” (i.e., not leading to change). 3.48 1.34 1.80 62 216.00 0.50 0.50
There is pressure to reveal only positive results from assessment efforts. 3.74 1.40 1.97 62 232.00 0.48 0.52
Upper student affairs administrators use assessment results in public ways (i.e.,speeches, marketing efforts, media stories, etc.).
3.21 1.26 1.58 61 196.00 0.62 0.38
Change occurs more readily when supported by assessment results. 2.74 1.20 1.44 61 167.00 0.75 0.25
Assessment results in a fair depiction of what I do as a student affairs staffmember.
3.67 1.25 1.56 60 220.00 0.50 0.50
Assessment results in an accurate depiction of what I do as a student affairs staffmember.
3.75 1.17 1.38 59 221.00 0.47 0.53
19
Perceptions of Assessment
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
The majority of colleagues in my division seeassessment as focused on compliance ...
The majority of student affairs staff in mydivision are afraid of assessment.
The majority of student affairs staff in mydivision see assessment as improving ...
I am not convinced that assessment isnecessary.
The majority of upper student affairsadministrators genuinely believe ...
0 5 10 15 20 25
4
2
5
-
7
18
5
17
4
28
22
7
26
4
14
4
20
4
5
3
9
21
4
20
5
2
4
1
26
-
20
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
It is difficult to get the majority ofadministrators to support assessment-based ...
I engage in assessment because I am afraid ofwhat will happen if I do not.
Assessment is perceived as a punishment (i.e.something I regret being assigned).
Assessment is a threat to program innovation.
Assessment processes are clearly understoodby a majority of administrators at my ...
The majority of student affairs staff are eagerto work with faculty.
0 5 10 15 20 25 30
2
-
1
-
1
9
5
3
2
-
12
15
9
6
3
2
16
17
17
9
8
7
8
8
18
22
28
31
15
5
7
19
17
20
5
4
21
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
The majority of upper student affairsadministrators do not care about assessment.
Assessment is a "good thing" for my institutionto do.
I support the ways in which upper studentaffairs administrators have used ...
Upper student affairs administrators useassessment as a form of control (i.e. to ...
I am told what assessments I must conduct.
0 5 10 15 20 25 30
-
27
5
-
2
1
24
22
2
3
11
9
17
12
6
6
-
5
15
12
32
-
8
20
20
9
-
2
9
13
22
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
The majority of colleagues in my division see assessment as focused on compliancerequirements.
3.03 1.25 1.56 59 179.00 0.75 0.25
The majority of student affairs staff in my division are afraid of assessment. 4.10 1.17 1.38 59 242.00 0.24 0.76
The majority of student affairs staff in my division see assessment as improvingstudent learning.
2.79 1.06 1.11 57 159.00 0.84 0.16
I am not convinced that assessment is necessary. 5.02 1.19 1.41 59 296.00 0.14 0.86
The majority of upper student affairs administrators genuinely believe assessmentsupports student learning/development in my division.
2.49 1.06 1.13 57 142.00 0.86 0.14
It is difficult to get the majority of administrators to support assessment-basedimprovement efforts.
4.12 1.26 1.59 58 239.00 0.28 0.72
I engage in assessment because I am afraid of what will happen if I do not. 4.81 1.14 1.30 59 284.00 0.15 0.85
Assessment is perceived as a punishment (i.e. something I regret being assigned). 4.88 1.09 1.19 59 288.00 0.10 0.90
Assessment is a threat to program innovation. 5.15 0.75 0.56 60 309.00 0.03 0.97
Assessment processes are clearly understood by a majority of administrators at myinstitution.
3.68 1.34 1.80 57 210.00 0.51 0.49
The majority of student affairs staff are eager to work with faculty. 2.95 1.41 1.98 58 171.00 0.71 0.29
The majority of upper student affairs administrators do not care about assessment. 4.63 1.01 1.01 59 273.00 0.20 0.80
Assessment is a "good thing" for my institution to do. 1.70 0.71 0.51 60 102.00 1.00 0.00
I support the ways in which upper student affairs administrators have usedassessment in my division.
2.92 1.28 1.64 59 172.00 0.75 0.25
23
Upper student affairs administrators use assessment as a form of control (i.e. toregulate division-wide processes).
4.38 1.08 1.17 58 254.00 0.24 0.76
I am told what assessments I must conduct. 4.50 1.30 1.68 56 252.00 0.20 0.80
24
Student Affairs Staff Perceptions
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
I have a generally positive attitude toward mydivision's culture of assessment.
Assessment is vital to my division's future.
Assessment supports student learning in mydivision.
I enjoy engaging in assessment efforts.
Assessment makes a difference to studentlearning.
Assessment is the right thing to do for ourstudents.
0 5 10 15 20 25
6
22
10
12
18
21
24
24
23
23
25
29
10
11
17
13
12
9
9
3
5
7
3
1
7
-
3
3
1
-
2
-
-
-
-
-
25
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
I avoid doing assessment activities if I can.
In general, I am eager to work with upperstudent affairs administrators.
I do not have time to engage in assessmentefforts.
My division truly values student affairs staffinvolvement in assessment.
Assessment is someone else's problem, notmine.
Engaging in assessment benefits my programsand services.
Assessment is a "good thing" for me to do.
0 5 10 15 20 25
-
13
3
5
1
17
18
2
25
5
25
-
25
27
3
11
10
11
3
12
11
12
5
17
13
8
3
2
25
4
14
3
27
1
1
17
1
10
2
21
1
-
26
Strongly Agree Agree Only Slightly Agree Only Slightly Disagree Disagree Strongly Disagree
Assessment is a "good thing" for my division todo.
The majority of student affairs staff in mydivision are content to not know what ...
The majority of student affairs staff in mydivision participate in program-level ...
The majority of student affairs staff in mydivision resist doing assessment.
Assessment results are meaningful to moststudent affairs staff in my division.
Without assessment, my division would suffer.
0 5 10 15 20
24
2
3
1
4
8
24
9
16
9
24
21
9
13
11
8
16
17
2
15
12
11
8
8
-
13
8
20
4
3
-
5
4
7
1
1
27
Field Mean StandardDeviation
Variance Responses Sum BottomBox
TopBox
I have a generally positive attitude toward my division's culture of assessment. 2.88 1.33 1.76 58 167.00 0.69 0.31
Assessment is vital to my division's future. 1.92 0.86 0.74 60 115.00 0.95 0.05
Assessment supports student learning in my division. 2.45 1.04 1.07 58 142.00 0.86 0.14
I enjoy engaging in assessment efforts. 2.41 1.10 1.21 58 140.00 0.83 0.17
Assessment makes a difference to student learning. 2.05 0.93 0.86 59 121.00 0.93 0.07
Assessment is the right thing to do for our students. 1.83 0.73 0.54 60 110.00 0.98 0.02
I avoid doing assessment activities if I can. 4.88 0.99 0.99 59 288.00 0.08 0.92
In general, I am eager to work with upper student affairs administrators. 2.41 1.21 1.46 59 142.00 0.83 0.17
I do not have time to engage in assessment efforts. 4.08 1.37 1.87 59 241.00 0.31 0.69
My division truly values student affairs staff involvement in assessment. 2.83 1.21 1.46 59 167.00 0.69 0.31
Assessment is someone else's problem, not mine. 5.05 0.97 0.95 60 303.00 0.07 0.93
Engaging in assessment benefits my programs and services. 2.14 1.05 1.10 59 126.00 0.92 0.08
Assessment is a "good thing" for me to do. 2.00 0.88 0.78 59 118.00 0.95 0.05
Assessment is a "good thing" for my division to do. 1.81 0.81 0.66 59 107.00 0.97 0.03
The majority of student affairs staff in my division are content to not know whatassessments are occurring.
3.75 1.30 1.69 57 214.00 0.42 0.58
The majority of student affairs staff in my division participate in program-levelassessment.
3.33 1.37 1.89 54 180.00 0.56 0.44
28
The majority of student affairs staff in my division resist doing assessment. 4.09 1.34 1.80 56 229.00 0.32 0.68
Assessment results are meaningful to most student affairs staff in my division. 2.77 1.11 1.23 57 158.00 0.77 0.23
Without assessment, my division would suffer. 2.66 1.14 1.29 58 154.00 0.79 0.21
