Assessment and Accreditation: Planning for a Compatible Relationship

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Assessment and AccreditationPlanning for a
Compatible Relationship

• Is it possible?

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Answer Only with planning!

• Begin at the end What does the accrediting
  agency require and what elements of your
  assessment initiative can meet those needs?
• 1. Assessment data at all levels institution,
  program/unit, and course/office have a plan,
  and work your plan.
• 2. Documented use of the data for improvement.
• 3. An established cycle that ensures continued
  assessment activities.
• 4. Faculty and staff who are involved and
  committed to assessment.

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Key elements

• Employing measurable institutional goals at the
  macro level.
• Example (old) Promote an excellent learning
  environment to foster student success.
• Changed to (new) Increase students success in
  achieving their educational goals.
• Need Baseline data, establish benchmark,
  gather data, review outcomes, determine
  improvements needed to assist students to better
  achieve their goals.

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Develop linkages between institutional
levels.

• Demonstrate clear connections between
  institutional- level outcomes and all levels
  derived from the institutional level.
• Connect Mission to course-level outcomes (see
  attached).
• Connect Mission to office-level outcomes
• (see attached).
• Show that this has been done across all programs
  and offices.

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Documenting Improvements The most basic element
in accreditation.

• Dont spend so much time collecting data that you
  have no time to analyze it and make improvements.
• Prepare a report mechanism that allows you to
  collect data on how faculty/staff have used
  assessments for improvement.
• Survey faculty/staff on their involvement in the
  assessment initiative so you can document changes
  needed in the way assessment is conducted.
• Key question What changes have been made as
• a result of assessment? Are they documented?

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External Surveys as Validation

• Employ national surveys for validation of
  internal assessments.
• CCSSE supported course embedded assessments that
  indicated students were challenged academically.
• External surveys also provide opportunities to
  benchmark against peers.
• SUNY SOS peer comparison data showed that Genesee
  ranked first or second in 45 areas.

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Using Assessment Software

• Employing software such as TracDat
  (www.Nuventive.com) to link all levels and to
  document historical changes in courses and
  programs.
• Providing electronic submission of data and
  recording of changes for improvement.
• Managing an assessment database.
• Summarizing General Education benchmark
  attainment.
• Key Show that you can handle a large volume of
  data
• and that the data provide you with information
  that leads to improvements.

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Areas where work remains

• Document that results of outcomes assessment
  drive planning and resource allocation.
• Identify multiple strategies for using assessment
  results.
• Develop/use a glossary of standard terms
  regarding assessment.
• Establish a pattern in which program improvement
  initiatives flow directly from outcomes
  assessments.
• Continue ongoing institutional and academic
  assessment training.

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Retrospective What would I do differently?

• Make sure that every level has independent
  measurable outcomes.
• Develop a mechanism for faculty and staff to
  report changes/improvements based upon assessment
  data --- show clearly that assessment has
  mattered!
• Concentrate on the linkages between assessment,
  planning, and resource allocation.
• Fully develop electronic data management
  capabilities.
• Establish comprehensive communication systems,
  including an assessment website.

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So, yes, it is compatible but

• You have to establish the system that MAKES it
  compatible --- it is not automatic.
• Accreditation focuses on the END -- you have to
  know the end, but you have to focus on the
  beginning or you wont have an END!
• Remember that it will take much more time than
  you believe it will to ensure the compatibility.
• It requires the commitment of key administrators
  as well as faculty and staff.
• You must communicate, communicate, communicate!
  Dont be so involved in the details that you
  neglect the people!

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Final points Evidence, Evidence and more
Evidence!

• Employ multiple sources of data, both internal
  and external, both quantitative and qualitative.
• Demonstrate that assessment is Mission-driven and
  that institution, program, and course/office
  assessment outcomes are directly linked.
• Show how assessment outcomes are used for
  improvement. Document the improvements.
• Also clearly document that assessment outcomes
  drive planning and resource allocation.
• Communicate to all constituents so that a
  culture of assessment permeates the institution.

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Questions???

• If you have questions or would like more
  information, please contact
• Dr. Ruth Andes
• Assistant Dean for Assessment and
• Special Projects
• Genesee Community College
• Batavia, NY 14020
• [phone], Ext. 6308
• reandes_at_genesee.edu

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Sample Academic Assessment Report Cycle

• Mission
• Genesee Community College commits to providing
  educational experiences which promote
  intellectual and social growth, workforce and
  economic development, and global citizenship.
• College Goal
• Promote an excellent learning environment to
  foster student success.
• Institution Learning Outcome
• Communicate effectively using appropriate
  written, verbal, and non-verbal skills.
• Program Learning Outcome
• Employ proficient written and verbal
  communication skills, including the appropriate
  uses of technology.
• Course Learning Outcome
• In HUS110, students will be able to write three
  case plans, identifying for each relevant
  background information, three objective
  behavioral descriptions, a measurable objective,
  and two positive, empowering helper/teacher
  methods.
• Assessment Strategy
• Using the second case plan, 70 of students met
  or exceeded the benchmark of 70. While the
  benchmark was attained, data indicated that
  students had difficulty with two components of
  the case plan behavioral descriptions and the
  behavioral objective.
• Remedy
• More instructor feedback will be given during
  the designing of the first case plan. Students
  will work on drafts in class and write their
  behavioral descriptions and objectives in their
  daily class and intern journal.
• Assessment Results
• In Spring 2003, 90 of students achieved the
  benchmark. In Fall 2004, 83 of students
  achieved the benchmark. In Spring 2005, 94 of
  students achieved the benchmark. In Fall 2005,
  100 of students scored 80 or above. In a
  subsequent Assessment Impact survey, the Human
  Services program coordinator noted, Case reports
  for HUS students have undergone significant
  changes as far as my teaching and evaluation of
  student work. For example, a grading sheet was
  developed that makes it much clearer what
  students need to do to achieve maximum points on
  their case report. From the grading sheet, I
  redesigned the lesson plan for teaching students
  about case writing. That resulted in a more
  obvious connection between the learning in class
  and the end result (student case report and
  subsequent grade). I also added samples of
  student case reports that were done well. I
  continue to monitor assessment results to
  determine where I need to adjust my teaching to
  maximize student learning. Assessment has been
  the critical factor in effective teaching of case
  report writing.

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Sample Institutional Assessment Report Cycle