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GETTING STARTED WITH ASSESSMENT

GETTING STARTED WITH ASSESSMENT. Barbara Pennipede Associate Director of Assessment Office of Planning, Assessment and Research Original Presentation 2002 Updated May, 2013 with new Mission statement & Action Plan. WORKSHOP TOPICS. What is assessment?

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GETTING STARTED WITH ASSESSMENT

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  1. GETTING STARTED WITH ASSESSMENT Barbara Pennipede Associate Director of Assessment Office of Planning, Assessment and Research Original Presentation 2002 Updated May, 2013 with new Mission statement & Action Plan

  2. WORKSHOP TOPICS • What is assessment? • Why is assessment important to Pace University? • Why assessment in Administrative and Educational Support Units (AES) • Steps in developing an assessment plan for your unit.

  3. What is assessment? • ASSESS (V): TO EXAMINE CAREFULLY • “Assessment is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development.” ( Marchese 1987)

  4. The Importance of Assessment to Pace University • To improve the effects of teaching on student learning and development • To examine and enhance institutional effectiveness • To advance the reputation and image of Pace through the quality of its programs

  5. The Importance of Assessment to Pace University • To attract and retain qualified students • To maintain and strengthen its standing among its competitors • To satisfy the requirements of accrediting agencies

  6. Statement by the Middle States Commission • An accredited institution is characterized by: • Linkage of outcomes assessment to the institution’s ongoing planning and resource allocation process and to strategic efforts to improve institutional quality.

  7. Why Assessment in Administrative and Education Support Units? • To know if we are offering the right services and how well we are providing them

  8. Reasons Often Cited • Effective linking of AES services to academic programs • Accreditation requirements • Continuous quality improvement • Institutional effectiveness

  9. Administrative Provide services which maintain the institution Are essential to its operations No direct impact on instructional programs Educational Support May not be primarily instructional or academic Contributes directly to student learning or instruction Administrative and Education Support Units

  10. Underlying Assumptions for Assessment in AES • The primary aim of assessment is the continuous improvement of campus operations, especially as they support and promote the University’s teaching and learning environment • Assessment is to be embedded as part of the normal order of business • Assessment will be a cyclic process and an ongoing unit or programmatic activity.

  11. Steps for Assessment Process • Establish a linkage to the University’s Mission and Goals • Prepare the Unit Mission Statement • Formulate Measurable Objectives • Identify Activities and Strategies to Achieve Objectives • Identify Unit Means of Assessment and Criteria for Success • Conduct Assessment Activities • Document use of Results for Service Improvements

  12. The Pace University Mission Statement “To offer undergraduate and graduate education for a broad range of professions, while providing a strong foundation of liberal learning, thereby giving a highly diverse population of students the opportunity to lift their lives and prospects. Our objective is to create thinking professionals who are highly sought after as innovators and successful leaders, and who will positively impact twenty-first century society.”

  13. Augmented Pace Action Plan • Advance Academic Programs • Build a Culture of Community • Create Vibrant, Distinctive, and Collegial Campus Identities • Build a Strong Financial Foundation and an Efficient Infrastructure • Enhance Pace’s Visibility • Strengthen & Reinforce the Culture of Accountability

  14. Pace Mission Statement Commitments • Offer education in a broad range of professions • Opportunity for highly diverse population of students • Provide a strong foundation of liberal learning

  15. Pace Mission Statement Commitments continued… • Create thinking professionals who are • Innovators • Successful leaders • Create thinking professionals who will • Positively impact 21st century society

  16. Characteristics of Unit Mission Statement • Describes the purpose of the unit, services and clients • Is brief in length • Provides linkage to and support of University mission and goals • Is understood and accepted by employees within the unit

  17. Examples of AES Mission Statements • Library • Office of Multicultural Affairs • Special Events office

  18. Formulate AES Objectives • Purpose of objectives: * support the Unit’s mission statement * provide the linkage to the means of assessment

  19. Process Oriented Volume of unit activity Efficiency Compliance Outcomes Oriented Effectiveness Attitudinal Oriented Satisfaction What unit intends to accomplish What clients are able to do after receiving AES services How satisfied are clients with AES services Types of AES Objectives

  20. Formulating Unit Administrative Objectives Administrative Objectives should be: • Linked to the Unit Mission Statement • Realistic • Limited in number • Measurable

  21. Choosing the Short List of Administrative Objectives Administrative Objectives initially chosen should be: • Targeted on those areas that can be improved using currently available resources and personnel • Related to the services the unit provides • Relatively easy to assess within one cycle • Directly under the control of the AES unit

  22. Identifying the Means of Assessment • “When” will assessment activities take place? • Where will we find information that will reflect accomplishment of our objective? • Exactly “How” will the assessment be accomplished? • “How well” should the unit perform on the means of assessment identified, if the unit is functioning the way it should?

  23. Common Assessment Activities • Client satisfaction measures • Direct counts • Results of external evaluation • Outcome measures

  24. Unit Criteria of Success • Identify a reasonable level of service improvement to expect given the resources and personnel of the unit • Set performance levels as reference points or benchmarks • Select a percentage of improvement for its services • Use peer institutions who provide the same service to help identify

  25. Use of Results for Service Improvement • Changes in organizational structure • Changes in process procedures • Relations with the constituencies • Changes in assessment procedures • Changes to comply with regulatory requirements • Internal resource reallocation • Justification for additional resources

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