An Introduction to Assessment in Student Affairs

1
An Introduction to Assessment in Student Affairs

• Ronda M. Bryant, Ph.D.
• Director of Enrollment Support
• Western Carolina University
• November 2006

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What is assessment?

• The process of gathering and discussing
  information from multiple and diverse sources in
  order to develop a deep understanding of what
  students know, understand, and can do with their
  knowledge as a result of their educational
  experiences the process culminates when
  assessment results are used to improve subsequent
  learning.
• (Huba and Freed, 2000)

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Objectives of assessment in Student Affairs

• What are we trying to do and why?
• What is my program supposed to accomplish?
• How well are we doing it?
• How do we know?
• How do we use the information to improve or
  celebrate successes?
• Do the improvements we make work (contribute to
  student learning)?

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Why is assessment good professional practice?

• Considers varying resources
• Flexible in that it factors in assessment
  learning curves
• Truth-seeking, objective, and ethical
• Informs decisions for continuous improvement or
  provides evidence of proof
• Promotes a culture of accountability, learning,
  and improvement

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Keys to good assessment practice

• We need to document assessment of student
  learning outcomes and using results for program
  improvement
• Assessment tools should be active, living
  documents
• Assessment should be ongoingvisible and
  accessible work in progress
• Past assessment focused mostly on effectiveness
  and/or satisfaction
• Current assessment should also include the
  measurement of student learning outcomes

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Keys to good assessment practice

• Student Learning Outcomes should be based on CAS
  standards and guidelines (AKA the Blue Book) as
  well as other defined standards (Principles of
  Good Practice in Student Affairs)
• Other outcomes should be based in other defined
  standards, including area-specific guidelines
  suggested by professional organizations (such as
  NACE for career services professionals)
• Terminology, timelines, and reporting strategies
  should be consistent and make sense for your area
  or department

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Keys to good assessment practice

• Revolves around proper development of three
  items
• Mission/purpose
• Objectives/goals
• Outcomes

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Mission/Purpose Statement

• Should explain why your institution or department
  exists
• Should be clear and concise
• Should be free of jargon and easy to understand
• Must resonate with those involved with the
  organization
• Should serve to convince or motivate
• Should under gird an organizations identity,
  values, and strategies

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Objectives/Goals

• Broad statements regarding what you want to
  accomplish
• Do not need to be measurable
• Are evaluated directly or indirectly by measuring
  specific related outcomes
• Related to the mission and objectives of the
  University
• Can be lofty

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Outcomes

• End result answers the question Why?
• Need to be measurable
• More specific than an objective but rather, is
  derived from an objective
• Can guide decisions in program planning and
  improvement and decisions about pedagogy and
  practice
• Should represent the most important aspects of
  your unit and paint a picture of what you are all
  about

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Types of outcomes used in Student Affairs

• Program outcomesgeneral outcomes reflecting what
  the program or service is accomplishing
• Satisfaction Outcomesreflects the quality of the
  program or service
• Learning outcomesreflects what the target group
  should know or be able to do as a result of the
  program or service

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Criteria

• Specific guidelines, standards, or
  characteristics level of proficiency
• Answers the question, What is an acceptable
  measure of success? (Be specific.)
• Can be a can utilize rubrics to define standards
  can be a checklist of specific things to look for
• Represent levels of effectiveness or efficiency
  and indicate areas for improvement
• Uses action verbs (examples from Blooms
  Taxonomy)
• Rubrics can use assigned points, scores or grades
  if applicable

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Assessment Measures

• Description of instruments used
• Description of your procedures for implementing
  each assessment tool, including target audience,
  timeline and method of analyzing data.
• When using measures such as interviews, content
  analysis, observation, etc., please provide a
  list of questions or other information that
  systemizes your assessment.
• Measures should correspond to listed outcomes!

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Departmental Strategies

• Activities should be scheduled in a cycle where
  evaluation can be done before the next years
  programming or activities begin
• Use and evaluate last years activities for a
  benchmark
• Include a timetable for measurements, evaluation,
  and improvements as needed

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An Assessment Planning Cycle
Execute assessment/ collect data
Mission/Purpose Objectives/Goals Outcomes
Analyze findings/report findings
Implement methods for delivering outcomes and
gathering evidence
Determine use of findings to improve programs,
enhance student learning, inform decision
making/planning/budgeting, etc.
Adapted from Bresciani (2002)
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Components of an assessment report/summary

• Identification of department, individuals and
  partners involved in the assessment activity
• Objectives for the assessment activity
• Nature of the assessment activity (instruments
  used should be attached)
• Highlights of significant findings from
  assessment and comparison to criteria for success
  established by the department
• Specific use of findings in area(s) and key
  changes made in area(s)
• Summaries should reflect the components of the
  assessment plan!

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Methods for documenting assessment findings

• Word processing programs (Word)
• Spread sheets (Excel/SPSS)
• Relational databases (Access)
• Diagrams
• Web
• Videotape
• Audiotape

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How assessment findings are used

• Program development
• Policy decisions
• Accountability reporting
• Budget allocation
• Personnel evaluations

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Assessment methods and tools

• Case Studies
• Survey research
• Portfolios
• Utilization statistics/tracking
• Interviews

• Focus groups
• Observations and document review
• Student Journals
• Reflection papers
• Performance reviews

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Resources

• Bresciani, M.J. (2002). Outcomes assessment in
  Student Affairs Moving beyond satisfaction to
  student learning and development. Net Results
  Online). Retrieved from http//www.naspa.org/
• Bresciani, M.J. (2003). Creating a culture of
  assessment in student affairs Making assessment
  meaningful and manageable. Net Results Online.
  Retrieved from http//www.naspa.org/
• Bresciani, M.J., Zelna, C.L. Anderson, J.A.
  (2004). Assessing student learning and
  development A handbook for practitioners.
  Washington, DC National Association of Student
  Personnel Administrators.
• Huba, M.E., and Freed, J. E. (2000).
  Learner-centered assessment on college campuses
  Shifting the focus from teaching to learning.
  Boston Allyn and Bacon.
• Upcraft, M.L. Schuh, J.H. (1996). Assessment in
  student affairs A guide for practitioners. San
  Francisco Jossey-Bass.