Effective Assessment Solutions for Accreditation

1. Effective AssessmentSolutions for Accreditation Moving Assessment Across ALL Programs and Operations

2. Institutional and Program Level Samples • WASC • NCATE, AACSB, ABET, NLNAC. Etc.

3. Commonalities • Educational effectiveness at the core • Perform with respect to program standards or performance indicators • Achieve objectives, goals, mission • Must show integration of processes so that cyclic review and improvements are possible • Systematic Evaluation of Students, Curriculum, and overall Effectiveness • Follow-up, i.e. after completion of program

4. Institutional Mission – General Education • Programs must support institutional mission • General Education is a substantial component of each undergraduate program • Programs support student learning • Programs utilize appropriate assessment to ensure quality • Continual review

5. How to address all MASTERS! • Design a process by which information can be utilized for multiple MASTERS • Establish clear and SIMPLE processes • Data should be relevant • Easily monitored at all levels • Methodologies developed for displaying results • Review and begin again

6. University Wide Assessment Model UNIVERSITY LEVEL College/Program Assessment Plan Program/SPA Level Assessments

7. UA Fort Smith • Old Process – Unmanageable, no relevant information, burden to faculty and staff, disconnected with student learning, no feedback • New Process – Data readily available, can directly link to student assessment, able to show linkage to institutional standards and objectives across all documents and coverage of standards

8. Sample Process to Achieve All Results • Colleges write assessment plans that will measure student learning • May use components from College/Program level accreditation performance standards, assessments, and reports (Current LiveText Usage for COE, COB, COH) • If not accredited by outside agency, should write plan to support university program review processes • Each plan should possess two student learning objectives and one general education learning objective

9. Sample Process continued • Colleges submit plans for all approved programs – (Lowest level to submit is AAS, AA, AFA, etc.) • Plans are peer reviewed by university assessment committee • Plans are scored utilizing a rubric correlated with university general education competencies or standards • Adequate plans are activated • Inadequate plans are rewritten until satisfactory

10. Sample Process continued • Colleges/Programs write an annual report reviewing the results of their plan • These reports are peer reviewed by university assessment committee • Reports are scored utilizing a rubric correlated with university general education competencies or standards • Adequate reports are accepted and archived • Inadequate reports are rewritten until satisfactory

11. Now WHAT? • University level assessment committee and chair discuss the overall quality of all plans and reports. • Committee makes recommendations for procedural or content changes for plans or reports • Colleges/Programs will submit a plan for the following year which might be either a continuation or a new plan depending upon the recommendation of the committee.

12. Faculty Design Curriculum and Assessment to Improve Learning

13. Faculty Design Curriculum and Assessment to Improve Learning

14. Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

15. Student Creates Artifact with College Define Template

16. Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

17. Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric

18. Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

19. Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria

20. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

21. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines

22. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines

23. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

24. Current LiveText Colleges/Departments Utilize Selected Elements and Results for Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template

25. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria SLC Accepts Plans Colleges/Departments Implement Plan Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

26. Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan SLC Accepts Plans Colleges/Departments Implement Plan

27. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria SLC Accepts Plans Colleges/Departments Implement Plan Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan Student Creates Artifact with College Define Template Faculty Design Curriculum and Assessment to Improve Learning

28. ) Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan

29. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria SLC Accepts Plans Colleges/Departments Implement Plan Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan Student Creates Artifact with College Define Template SLC Reviews Reports SLC Reviews Reports Faculty Design Curriculum and Assessment to Improve Learning SLC Accepts Reports

30. Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan SLC Reviews Reports SLC Reviews Reports SLC Accepts Reports

31. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria SLC Accepts Plans Colleges/Departments Implement Plan Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan Student Creates Artifact with College Define Template SLC Reviews Reports SLC Reviews Reports Faculty Design Curriculum and Assessment to Improve Learning SLC Accepts Reports SLC Write Annual Summary of Reports

32. ) SLC Write Annual Summary of Reports

33. Institution Establishes Student Learning Committee (SLC) SLC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Utilize Selected Elements and Results from Assessment Plans for SLC Assessment Colleges/Departments Write SLC Plan with Template SLC Reviews Plan SLC Rejects Plan Colleges/Departments Write Assessment Plans from Results to meet Goals, Missions, Accreditation Criteria SLC Accepts Plans Colleges/Departments Implement Plan Faculty Scores Artifact with a College or Departmentally Selected/Created Form or Rubric Colleges/Departments write annual report for selected artifacts and results that were part of the SLC Assessment Plan Student Creates Artifact with College Define Template SLC Reviews Reports SLC Reviews Reports Faculty Design Curriculum and Assessment to Improve Learning SLC Accepts Reports SLC Write Annual Summary of Reports

34. Non-Accredited ProgramsNon-Academic ProgramsAcademic Support Programs • The following slide would be used to demonstrate how non-accredited, non-academic programs, and academic support programs would work through the assessment process. • This process could be employed as the methodology by which you satisfy your QEP for SACS

35. Institution Establishes Status of Accreditation Committee (SAC) SAC Designs Assessment Plan & Report Template, Rubrics, Guidelines Colleges/Departments Write SAC Support Plan with Template SAC Reviews Plan SAC Rejects Plan SAC Accepts Plans Colleges/Departments Implement Plan Colleges/Departments write annual report for selected artifacts and results that were part of the SAC Assessment Plan SAC Reviews Reports SAC Reviews Reports SAC Accepts Reports SAC Write Annual Summary of Reports

37. UA Fort Smith

38. Tim Martin, Ed.D.Director of Institutional EffectivenessUniversity of Arkansas – Fort Smith 5210 Grand Avenue/PO Box 3649 Fort Smith, AR 72913 479-788-7680tmartin@uafortsmith.edu