Assessment in Administrative and Educational Support Units

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1 Assessment in Administrative and Educational Support Units by Uche Ohia, Ph.D. Director of Assessment Florida A &M University June 2004 AUSPICES: Student Affairs Directors Meeting

2 Expected Workshop Outcomes Completers of this session will: Understand the Reasons for assessment Be introduced to the SMART Model Be introduced to FAMU s Assessment Planning approach FAMOUS and assessment planning forms Be able to write measurable objectives

3 Definition of Assessment The systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta) Refers to the many means that institutions and programs use to collect and interpret evidence of educational effectiveness (CHEA CHEA Statement of Mutual Responsibilities p. 6) 6

4 SACS on Assessment Core Requirements Comprehensive Standards Quality Enhancement Plan Source: Principles of Accreditation

5 Comprehensive Standard Institutional Effectiveness The Institution identifies expected outcomes for its educational programs and administrative and educational support services; assesses whether it achieves these outcomes; Provides evidence of improvement based on analysis of results

6 Three Dimensions of Assessment Assessment for Improvement Assessment for Institutional Effectiveness Assessment for Accountability

7 Assessment for Improvement Self directed activities that stimulate self reflection, self renewal and provides evidence of student growth, development and quality improvement Targets instructional Programs(IP) Administrative/Educational Support Units (ADESU) The University Focus Formative Assessment Summative Assessment Evidence of Use of Results

8 Assessment for Institutional Effectiveness Response to accrediting agencies and licensing bodies demand that colleges and universities document clearly information about what a person /graduate knows, values and can do Targets The Institution Instructional Programs Administrative Departments/Units Educational Support Services Leads to the improvement of student learning outcomes and administrative/student support services

9 Assessment for Accountability Institutional response driven by public demands for data on learning (student performance, knowledge and skills), institutional quality and effectiveness. Indicators Student Success Functional Effectiveness Employer Satisfaction

10 Assessment Questions- Administrative Departments and Educational Support Services Units (ADESU) Are there obvious linkages between the important functions performed by the unit and the institutional mission? What does the unit do that impacts student learning and development? How does the unit monitor client s satisfaction with services rendered? How does the unit measure it s overall success? How does the unit use the information to improve its services /functions? Do the resulting adjustments/changes make a difference?

11 Envisioned Impact of Assessment Motivates programs/departments/units to review and document expected learning outcomes, performance indicators, means of assessment, and planned adjustments based on assessment results Spurs the collection and dissemination of data related to student achievement Promotes planning to improve pedagogical approaches and Student Support Services Provides documentation to meet accreditation requirements

12 Assessment Process for ADES Units Establish a clearly defined purpose which supports the institution s purpose and goals (Unit Mission Statement that describes SERVICES offered) Formulate goals which support the purpose of each unit (Administrative SERVICE related objectives) Develop and Implement procedures to evaluate the extent to which goals are achieved (Design SERVICE Assessment Plan) Use results to improve services (Statement of SERVICE improvements made as a result of data obtained from Assessment)

13 FAMU s Assessment Approach FAMOUS Formulate statements of outcomes/objectives aligned to institutional mission/goals Ascertain criteria for success Measure performance using qualitative and quantitative methods Observe and analyze results for congruence between expected and actual results Use result to effect improvement of programs and services Strengthen programs and services by continuously evaluating, planning, allocating resources, and implementing new approaches

14 SECTION I _ GENERAL INFORMATION Department/Unit: Division/Office: Contact Person: Date Submitted, Columns 1-3: Date Submitted, Columns 4-5: Date Submitted, Columns 6:

15 SECTION II_ INSTITUTIONAL MISSION/GOALS CONNECTION Excerpt(s) Citing Linkage to University Mission Statement: Column 1 Excerpt(s) Citing Linkage to University Goal (s) Statements: Department/Division Mission /Goals Statement

16 FUNCTIONAL OBJECTIVE #1 Objective: Criteria for Success & Methods of Assessment: Quantitative Measure Qualitative Measure Summary of Results: Quantitative Measure Qualitative Measure Use of Results (Implemented): Strengthening Program Action Plan:

17 FAMOUS 6-Steps First - Formulate Unit Administrative Objectives aligned to institutional mission/goals. Identify which portion of the Administrative Units Supports and Establish Administrative Unit Mission Statement Second - Ascertain criteria for monitoring success Third - Measure by Identified Means of Assessing performance and Fourth - Observe and analyze results for congruence between expected and actual results Fifth - Use results to effect improvement of services and Document Use of Results for Service Improvements Sixth -Strengthen programs and services by continuously evaluating, planning, allocating resources, and implementing new approaches

18 Examples Based on Currently Existing Services 1. Financial Aid will improve confidential financial counseling. 2. Library will provide student access to electronic resources. 3. Students will be satisfied with campus safety. 4. Advancement will increase the number of alumni donations

19 -Formulating Administrative Objectives Future Actions Refers to what actions the units is planning in the future: 1. Admission office will cross train its staff 2. Registrar s office will develop a smoother registration for students. 3. The accounting office will automate accounts payable.

20 Formulating Administrative Objectives (Based on Currently Existing Services) Name of Unit will provide Name of Current Service improve, decrease, provide quality Client will be satisfied with Name of Current Service

21 Specific Guides for Formulating AES Administrative Objectives Should: 1. Be something that is under the control of unit. 2. Be worded in terms of what the units will accomplish or what its clients should think, know, or do following the provision of service. 3. Lead to improved service- When objectives are assessed the results would provide information for the improvement of services. 4. Be linked to unit services described in Unit Mission Statement

22 Specific Administrative Objectives 1. Graduates will be satisfied with services provided by the Career Center 2. Students will be aware of employment opportunities. 3. The number of opportunities for students to find employment will increase.

23 Questions for Improving Your Administrative and Educational Support Assessment Reports Do your objects contribute toward the unit s mission or purpose? Will your objectives lead to improved services to your clients? Are your statements in terms of what the unit will accomplish or what its clients would think, know, or do following the provision of service? Have you avoided trying to asses to much for a given period of time? Has your staff participated in the selection of the administrative objectives?

24 SMART Approach to Stating Objectives In formulating statements of outcomes/ objectives, think SMART. Specific Measurable Attainable Results-oriented Time-bound Source:

25 Types of Assessment Used By Administrative and Educational Support Units (AES) Means of Assessment for AES Units: -Direct measures or counts of units services -External validation -Outcome measures- observation, performance

26 CLOSING THE LOOP ASSESSMENT PLAN +IMPLEMENTATION = CLOSURE OF THE LOOP Using Results to Improve Services in AES Units

27 Planned Use of Results For each outcome, indicate how you plan to make use of the results during the upcoming academic year. What types of changes or improvements (curricular changes, revision of stated outcomes, adopting new measurement approaches, conducting deeper analysis, effecting changes to the assessment process, etc.) do you envision? Example: Staff is adding additional questions to Alumni Survey to find where students gained awareness of job opportunities.

28 Example of Steps 1-3 UNIT Student Activities Administrative/S upport Service Objectives First year students will be satisfied with the orientation program Assessment Methods/ Criteria for Success 80% of the students completing the Orientation Program evaluation will indicate they are very satisfied or satisfied with their overall experience.

29 Examples Continued Admissions Office Improve the quality of the freshman class. Analysis of transcript of freshmen conducted at the end of the year will show that 85% obtained a 2.00 grade point average or better.

30 Examples Continued Center for Human Developme nt The opportunities for services rendered, oncampus interviewing and workshops will increase. Analysis of Activity Records will indicate a 20% increase in the number of students utilizing the CPS, and a 15% increase in the number of students attending workshops/career fairs.

31 SUMMING UP In this session, we have covered: Reasons for assessment Been introduced to the SMART Model Been introduced to FAMU s Assessment Planning approach FAMOUS and assessment planning forms Been provided examples of measurable objectives and completed steps 1-3

32 RESOURCES Council for Higher Education Accreditation: Statement Of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions, and Programs. Washington, DC. CHEA Monograph Series, September 2003 Also available at chea.org/.org/pdf/stmntstudentlearningoutcomes pdf Palomba, C. A. and T. W. Banta (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass. SACS: Principles of Accreditation (2001)

Back to Basics: Assessment 101 for Administrative and Educational Support Units. Presented by Office of University Assessment

1 Back to Basics: Assessment 101 for Administrative and Educational Support Units Presented by Office of University Assessment 2 Presentation Objectives By the end of this session you will: Know why we