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NAVIGATING THE WATERS: USING ASSESSMENT TO MAKE A DIFFERENCE
Amy Harper, Area Coordinator, Fordham UniversityGreer Jason, PhD, Assistant Dean of Students, Fordham University
Introduction
Heading the call: The Division of Student Affairs focus on assessment and strategic planning Greer Jason – Assistant Dean and
Director of Residential Life Amy Harper – Area Coordinator for
Integrated Learning Communities
Introduction
What is assessment?
How is assessment different from evaluation?
How do I accomplish both in my area of work?
Division of Student Affairs at Fordham University uses Upcraft and Shuh’s definition of assessment as our guide:
“Assessment [is] any effort to gather, analyze, and interpret evidence that describes institutional, departmental, divisional, or agency effectiveness.”1
If assessment is the effort, evaluation is the examination of the effort
For assessment to be effective, it needs to be apart of the culture. Your efforts should be ongoing, not episodic.
Schedule of Assessment:Fordham University Residential Life
Summer Fall Winter Spring
Training on Assessment and
goal setting
Analyze, discuss, and implement
results of survey findings
Refresher training on assessment
Compile data from the year for sharing
Create and distribute training
evaluations
Write the second quarterly report
Create and distribute training
evaluations
Review previous RA and RD training
evaluations
Create and distribute needs and interest surveys for
students
Prepare and distribute EBI and
Fall semester surveys
Share fall semester data during winter
training
Compile relevant EBI data to share
with other departments
Write the first quarterly report
Compile data from the semester for
sharing
Set dates for focus groups
Compile annual report
Share information received from focus
groups
Set goals and objectives for the upcoming year
Write the third quarterly report
Make revisions to assessment
schedule as needed
Setting Goals
External Analysis SWOT Analysis Environmental Scan Study “Peer and Aspirant” Institutions
Internal Analysis Mission: drives the decision making in
organizations Vision: describes aspirations and what
an organization really wants to be; defines standards of excellence, organizational competencies, and our most desirable goals
Setting Goals
Goals: the aim of our specific work to achieve our mission and vision. Note: Mission, Vision, and Goals should enhance the
work we already do, helping us make purposeful decisions in daily functions.
Objectives: the game plan for making our Goals reality.
Action Steps: the specific steps to accomplish Objectives.
Desired Results: the outcomes hoped to be achieved via Action Steps, Objectives, and Goals.
Actual Results: the data (quantitative and qualitative) gathered to measure impact/effectiveness of Actions.
Follow-Up: measures taken to modify behavior in context of actual results.
Ensuring you reach your Goals:Utilizing Quantitative and Qualitative Information
Quantitative Large Scale
inventories Special interest
projects Benchmarks Operational
Data
Qualitative Focus groups Pictures Personal
testimonies Staff meetings
and one on one meetings
Ensuring you reach your Goals:Making Changes
Reflection What did I learn from the findings? What did people say? What are people
saying? How can we use what they are saying to
reach our goals? From what we are learning, do we need
to re-examine our goals to better serve our population?
Ensuring you reach your Goals:Tracking your Progress
Many departments find themselves in a state of being data rich but analysis poor. It is important to not let assessment efforts sit on a shelf and collect dust.
Regular Self-Checks Application of Data
Connect Data to Goals, Objectives, and Action Steps Quarterly and Annual Reports
Goals should not exist without pre-planned methods of assessment
Semesterly Progress Check-ins Progress should be measured in the context of the current
semester, goals, and previous semesters What should you ask yourself?
How are things going? Are we accomplishing what we set out to do? What needs to be tweaked/changed? Who needs to adjust their contributions?
Sharing Assessment Data
When planning to share information, consider the following questions: Who is the audience of the results? Why is this information important to this audience? What is the appropriate format given the audience?
Obstacles to Sharing Data Lack of Time Lack of Expertise/Tools Fear of the Results Ineffective Data Sharing
Types of Reports Full Reports: When working on a proposal or grant. Summary Reports: Required of all assessment efforts in Student Affairs at
Fordham. Presentations: Used during staff trainings. Informal Reporting: Student newspaper articles, meetings, planning
opportunities. Who Should be included in the Information Sharing?
Everyone! But not all constituents will have the same level of access to data. Consider how your boss, your staff, and your students each might be given the
information.
Reflecting on Assessment Data Be willing to be
transparent and acknowledge shortcomings identified by the data
Schedule regular time for reflection
Review prior assessment data during future planning
If at first you don’t succeed… Try, try again!
It might take a few years to fully actualize your goals
Goals can not be attained due to circumstances outside of our control (e.g. the economy)
Strategies for achieving the goals were not implemented effectively
After reflection and evaluation, you may need to adjust your strategies for achieving your goals.