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Assessment in Student Affairs

Assessment in Student Affairs. Dan Bureau Mahauganee Shaw. ACUI’s 2009 competency assessment Results. 3.51: Know the core competencies – two of which include assessment (management and planning) 3.41 Know what sorts of things I should be assessing 3.33 How to conduct assessment practices

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Assessment in Student Affairs

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  1. Assessment in Student Affairs Dan Bureau Mahauganee Shaw

  2. ACUI’s 2009 competencyassessment Results • 3.51: Know the core competencies – two of which include assessment (management and planning) • 3.41 Know what sorts of things I should be assessing • 3.33 How to conduct assessment practices • 2.08 National Survey of Student Engagement • Scale of 1-6

  3. Positioning Assessment in Student Affairs • Assessment – The ongoing, systematic process of collecting, analyzing, and using information about divisional, departmental, and programmatic effectiveness, in order to improve student learning (Upcraft & Schuh, 1996; Anderson, Bresciani, & Zelna, 2004). • Evaluation – “[A]ny effort to use assessment evidence to improve institutional, departmental, divisional, or agency effectiveness” (Upcraft & Schuh, 1996, p.19) • Research – In contrast to assessment, which “guides good practice,” research “guides theory development and tests concepts” and has “broader implication for student affairs and higher education” (Upcraft & Schuh, 2001, p. 5).

  4. Rationale • Learn how we are influencing student learning, educational outcomes, satisfaction and engagement • Prove our contributions to the educational enterprise • Improve our development and enactment of programs, resources and services • Unifying the different functional areas of student life • Advocate for resources • Advance your professional competence • Makes us cool

  5. Keeling et al. Assessment Reconsidered • Intentionality about enacting learning • “Assessment builds a bridge between learners and educators so that each understands self and one another in a more authentic way”

  6. Why are we afraid? • Perceptions of competence • Will we even use the data? • Scared of results • Attentive to student needs • Time, Time, Time • Resources • Afraid to be as cool as we can be…..

  7. The Assessment Cycle in Student Affairs Work

  8. Addressing the Time Debate • How can we fit this into our work? • What can you give up? • Institutional efforts from which you can pull data • Existing instruments • Developing your own instruments • 411’s • Learning, Inquiring, Acting • Reports on your interactions with students • If not you, find someone who can

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