Outcomes AssessmentUNL Dean’s Retreat

October 3, 2000

Jessica L. Jonson, Ph.D.

University-Wide Assessment Coordinator

and

Thomas C. Calhoun, Ph.D.

Interim Associate Vice Chancellor for Academic Affairs

NCA Statements Handbook of Accreditation, NCA-CIHE, 1997 “…the Commission reaffirmed its expectation that all

affiliated institutions have ongoing programs for assessing academic achievement both to assure that students are learning what faculty intend to teach and to identify ways to improve the instruction.”

“…the Commission is committed to the tenet that assessment of student academic achievement is the key to improving student learning …(it) is critical to the future health of its institutions, to the educational accomplishments of students now and in the future, and to the enhanced perception of the public of the value of higher education.”

Making Outcomes Assessment Work for UNL

Clarifying Purpose Outlining Benefits Identifying Resources

Principles of Good Practice for Assessing Student LearningAmerican Association for Higher Education (AAHE),

1992

Principle 1: Assessing What Matters Most

Assessment IS NOT …an exercise in valuing what can be

measured.

Assessment IS …process of measuring what is valued.

Principle 2: Complete and Accurate Picture of Learning

Assessment IS NOT …simply measuring “core content”.

Assessment IS …measuring “integrative reasoning” and

“attitudes & dispositions”.

Principle 3: Starts with Existing Goals and Activities

Assessment IS NOT…an “add-on” process unrelated to our

existing goals and activities.

Assessment IS …a goal-oriented process based on evidence

existing within the current curriculum.

Principle 4: Linking Outcomes and Processes

Assessment IS NOT…only about where students “end up”

Assessment IS…about linking outcomes to the experiences

that lead them there.

Principle 5: Assessment Evolves

Assessment IS NOT…episodic.

Assessment IS …ongoing.

Principle 6: Collaborative EndeavorAssessment IS NOT…

an activity conducted by individuals to focus on individuals (i.e. courses, faculty, or students).

Assessment IS …a collaborative activity between all

participants who have a stake in an academic program.

Principle 7: Making Evidence Meaningful

Assessment IS NOT…gathering data and returning “results”.

Assessment IS…illuminating questions of interest using

existing evidence.

Principle 8: Used in Decision Making

Assessment IS NOT…only focusing on what.

Assessment IS…focusing on the what-you-do-with-it.

Principle 9: Public Accountability

Assessment IS NOT…just reporting outcomes information to the

public.

Assessment IS...deeper obligation - to ourselves, students,

and society - to improve.

Benefits for Engaging in Outcomes Assessment

Benefit 1: Faculty become primary decision-makers Setting goals Identifying processes to assess

goals Determining whether goals have

been reached Recommending future directions

Benefit 2: Better understanding of learning throughout curriculum

Eliminate curriculum redundancies Add overlooked topics Better utilize existing resources Justify additional resources

Benefit 3: Richer Data

Engage in more productive conversations

Make better decisions Faculty greater satisfaction in their

work Effectively document strengths Identify directions for future

development.

Benefit 4: Reliable Evidence Rely less on FTE and student

evaluations Make reliable decisions about

innovations or experimental projects

Evidence used to easily and effectively share successes

Resources For Outcomes Assessment

Personnel Resources

University-Wide Assessment Coordinator & Teaching and Learning Center (TLC)individual consultations and workshopsresources: literature, examples, and tools

Financial Resources

Teaching Council Grants

Informational Resources

SVCAA Website

Communication Resources University-Wide Assessment Steering

Committee

Summary of Benefits

Empowers Faculty Enhances Understanding Learning

Throughout Curriculum Provides Richer Data about Effects

Educational Programs Creates More Reliable Evidence

Conclusion

Evaluates student learning across a program’s curriculum

Focuses on the improvements of student learning

Emphasizes using information about the difference a program makes in their students lives

Questions to Think About

Given that we should consider outcomes assessment a legitimate endeavor in which to engage, how is your college emphasizing the importance of outcomes assessment to its faculty?

For example, Are departments/programs recognized for engaging in effective

assessment processes? Does your college use assessment evidence in its own

decision making? Are faculty being provided opportunities to develop the skills

they need to implement an effective assessment plan? Does the college’s budget contain a line item for assessment?