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Moving Forward with Student Learning Assessment

University of Nevada Las Vegas May 13, 2010. Moving Forward with Student Learning Assessment. Linda Suskie Vice President Middle States Commission on Higher Education. What’s the Big Deal with Assessment?. New England Association of Schools and Colleges, NEAS&C

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Moving Forward with Student Learning Assessment

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  1. University of Nevada Las Vegas • May 13, 2010 Moving Forward with Student Learning Assessment Linda Suskie Vice President Middle States Commission on Higher Education

  2. What’s the Big Deal with Assessment?

  3. New England Association of Schools and Colleges, NEAS&C • Middle States Association of Schools and Colleges, MSA • Southern Association of Colleges and Schools, SACS • North Central Association of Schools and Colleges, The Higher Learning Commissions, NCA-HLC • Northwest Commission on Colleges and Universities, NWCCU • Western Association of Schools and Colleges, WASC

  4. Accreditation: The First 50 Years Voluntary, membership-controlled Largely unregulated Examined inputs, not outcomes

  5. 1965 Higher Education Opportunities Act (HEOA) Title IV funds only to colleges with Federally recognized accreditors Accreditors must comply with HEOA criteria

  6. 1980s and 1990s HEOA reauthorization 1986: First outcomes assessment language 1998: Assessment language strengthened Regional accreditors rewrote standards “Learning-centered” movement Learning is a partnership Assessment is a tool Research on effective pedagogies & student success

  7. 2000s: Calls for Accountability 2007 Spellings Commission 2008 Higher Education Act negotiations Public information on quality & effectiveness Transparent Easy to find & understand Systematic – not anecdotes “Comparable”

  8. Will Assessment Ever Go Away? Federal regulations Other calls for accountability “Learning-centered” focus Evidence-informed planning & decision-making

  9. Moving Forward

  10. The Critical Role of Campus Leaders Assessment permeates campus culture ONLY IF campus leaders are truly and actively committed to assessment.

  11. 1. How Much Do We Value Teaching and Learning? Why do we teach? What do we most want students to learn? Why those things and not others? How do we help students learn those things? How do we know they’re learning it?

  12. 2. How Much Do We Value Innovation? Value efforts to improve teaching. Assessment results = teaching effectiveness? Assessment = scholarship?

  13. 3. How Much Do We Respect & Empower People? Do we respect campus values? Do we respect school, college & discipline values? Do we respect what everyone has been doing? Do we value collaboration?

  14. Do Faculty Lead Assessment? Who are your assessment champions? Faculty-led assessment steering committees? What are they empowered to do? Are they the right people? Are they effective?

  15. Do Faculty Understand What They Are to Do? Realistic, flexible expectations Simple, effective reporting requirements Constructive feedback

  16. What About Academic Freedom? Teachers are entitled to freedom in the classroom in discussing their subject. AAUP 1940 Statement of Principles on Academic Freedom & Tenure

  17. 4. How Do We Support Assessment?

  18. Time? Stop Doing Something Else. Committees New programs & courses Other new initiatives Specialized accreditation

  19. Do We Minimize the Burden of Assessment? Only do what’s useful Quick & easy assessment tools Realistic about quality “Synch” processes Academic program review Specialized accreditation NWCCU accreditation

  20. How Do University Leaders Promote & Facilitate Assessment? Use assessment results to inform important decisions. Help faculty find time. Professional development Technical support Freedom to fail

  21. How Do University Processes Support Assessment? Constructive feedback on assessment reports Curriculum approval Administrative performance review Faculty promotion & tenure Resource allocation

  22. Academic Program Review Quality Outcomes: Student learning Demand Cost and cost-effectiveness

  23. 5. How Do We Value Assessment Efforts?

  24. Five Stages of Assessment(from Elisabeth Kubler-Ross) • Denial • Anger • Bargaining • Depression • Acceptance

  25. Why Should Faculty Engage in Assessment? Mini-grants Recognition for teaching/learning grants Budget priority

  26. Do We Use Assessment Results to Inform Important Decisions? • “Innovation” grants • Funding priority to requests supported by assessment evidence • Strategic goals & plans based on assessment evidence

  27. Do We Use Assessment Results to Celebrate & Publicize Successes?

  28. Value teaching & learning • Value innovation • Respect & empower people • Support assessment • Value assessment efforts

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