Resources
- Equity in AssessmentSource: National Institute for Learning Outcomes Assessment
- Assessment During A Crisis: Responding to a Global PandemicSource: National Institute for Learning
Outcomes Assessment - Whose Job is Student Learning Outcome Assessment?Source: Indiana University Northwest
Assessment for Learning in Higher Education by ISBN: 9781136734946Publication Date: 2012-08-21"An invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly."
Assessment Essentials by ISBN: 9781118903766Publication Date: 2014-09-09In this thoroughly revised edition, you will find, in a familiar framework, nearly all new material, examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment. Perfect for anyone new to the assessment process, as well as for the growing number of assessment professionals, this expanded edition of Assessment Essentials will be an essential resource on every college campus.
The College Classroom Assessment Compendium by ISBN: 9781138240261Publication Date: 2017-12-06The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates.
Writing a mission statement
When writing your mission statement, try using the following template:
The mission of name of your program or unit is to your primary purpose by providing your primary functions or activities to your stakeholders.
- How to Write a Program Mission StatementSource: University of Central Florida
- Assessment Tools for Non-Academic Departments/OfficesSource: Danville Area Community College
Define the objective/outcome
It is best to follow the S.M.A.R.T. process when developing goals:
- Specific: Objectives should set specific metrics with real numbers and dates for deadlines.
- Measurable: Objectives will need to have a method for tracking.
- Attainable: Objectives should be designed to be reached in the timeframe set.
- Relevant: Objectives should be tied to the University goals to ensure overall consistency.
- Time-based: Objectives should include a date for completion.
Objectives formula = Target + action + object + modifiers
Establish methods for ensuring that institutional data are consistent, reliable, and integrated.
Some examples of action verbs helpful for writing outcomes:
Analyze
Articulate
Classify
Communicate
Compare
Compose
Convey
Create
Determine
Differentiate
Distinguish
Estimate
Examine
Formulate
Generate
Generalize
Identify
Illustrate
Measure
Report
Predict
Produce
Rearrange
Reconstruct
Reorganize
Revise
Identify benchmark and measurement tools
Direct methods include measurements of the quality, efficiency, or effectiveness of the unit. Direct methods provide data that correlate exactly with the objective.
- Number of complaints
- Number of training sessions
- Number of student requests responded to in a certain timeframe
Indirect methods include perceptions of or satisfaction with the unit. Indirect methods are weaker methods of assessment because they measure a perception about an objective and do not offer direct evidence.
- Satisfaction surveys
- Focus groups
- Opinion surveys
- Climate surveys
Targets formula = Level + subject + action + object + modifiers
80% of employees will complete the online IT training sessions with a satisfactory pass rate of 70%.
Conduct assessments
At the conclusion of each academic year, units will create an assessment report which details the results of the assessment along with the action plan determined from the results.
Collecting the results is the first step which occurs after the measurement is completed. The results will illustrate what was has been determined from the measurement. Much like measurement, the results or assessments should include specifics of the findings.
Evaluate results and identify areas to address in the future
How can this information be used? What changes can be made to improve our function? An action plan is a follow-up to the assessment just conducted. For each objective listed in the plan, follow-up actions should be developed based upon the recorded results.
- Rubric for Evaluating Non-Academic Unit Assessment Reports - EXAMPLESource: University of Tennessee Martin
- Using Chocolate Chip Cookies to Develop a Rubric for Assessing Non-Academic UnitsSource: Patty Q. Flowers & Stephanie Kolitsch
University of Tennessee at Martin
- LCI Quality Rubrics WikiThis wiki was created as a place to address two needs: First, to explore what makes a rubric a "quality rubric" with definitions, examples, and non-examples. Second, to wrestle with some of the issues that come along with them.
Administrative unit level assessment
- Administrative Assessment Manual - EXAMPLESource: Washington & Jefferson College