Sean A. McKitrick, Ph.D.

1
Basic Assessment Expectations and Context in an
Accreditation Perspective Association of Schools
of Allied Health Professions
Sean A. McKitrick, Ph.D. Vice President Middle
States Commission on Higher Education March 23,
2012 Palm Springs, CA
2
A Brief History
Pre-1980s 1980-2000 2000-2010 2010-???
Curriculum and Peer Review Nation at Risk Outcomes Spellings Commission Outcomes and Accountability
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The Triad
U.S. Department of Education
Institutions and Programs
State Governments
Accreditors
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Student Learning Program Assessment What is
Expected?

• Approvals (often)
• Clear, aligned student learning outcomes
• Meaningful student learning assessments (direct
  assessment legitimacy), well-aligned with
  student learning outcomes and courses
• Periodic (not episodic) review/discussions of
  quality of student learning, with recommendations
• Demonstration that recommendations have been
  acted upon and that this process in systematic
• Hope or horror? Demonstration of enhancements in
  student learning

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Example
Student Learning Outcomes Assessment Results Recommendations Stemming from Faculty Discussions Record of Action
Students will organize their written work through effective paragraphing A review of student papers using a rubric developed by the AACU demonstrated that students are good at writing effective topic sentences, but could improve with regard to the use of evidence to demonstrate the validity of their assertions In our annual faculty meeting on student learning, faculty recommended (1) Library staff be invited to WRIT100 and WRIT 200 courses to discuss appropriate use of database resources and, (2) WRIT100 and WRIT200 instructors use new textbook, Writing as an Action Verb. Dean of the Libraries allocated library staff time to research librarians presenting on use of database resources in WRIT100 and WRIT200 courses Curriculum committee discussing use of appropriate textbook
6
Future DirectionsWhat We Are Hearing

• Placement rates
• Salaries
• Graduation Rates
• Default Rates
• More frequent reviews
• Time to degree
• Student Learning
• Role of accreditors as accreditation police

7
Missing??

• Student learning assessment in alignment with
  institutional mission and vision??
• Faculty role??
• General education/Liberal arts??
• Connections between learning and graduation and
  retention rates, salaries, etc.

8
What We Really Want

• Institutions and programs that demonstrate that
  students are learning what we (faculty and the
  higher education community) say we want them to
  learn
• Institutions and programs that demonstrate that
  they are achieving their individually-defined
  missions
• Institutions and programs that use this process
  for their own purposes and not for the
  satisfaction of accrediting organizations