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Meeting MSCHEAssessment Expectations
Tito GuerreroLinda Suskie
Vice PresidentsMiddle States Commission on Higher Education
Middle States Commission on Higher EducationAnnual Conference
December 2011
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Standards 1, 2, and 7:The Planning-Assessment Cycle
1. Goals
4. Using Results
2. Programs & Services
3. Assessment
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Standards 11, 12, and 14:The Teaching-Learning-
Assessment Cycle
1. Learning Goals
4. Using Results
2. Learning Opportunities
3. Assessment
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Understanding Standards 7 & 14
Six Rules
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1. Read the directions.2. Tie assessments to important goals.3. Use more than one measure.4. Include some “direct” (explicit) evidence.
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Direct Evidence
• Explicit, clear, & convincing•Tests (local or published)•Rubrics (local or published)•Certification or licensure exams•Field experience supervisor evaluations
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Indirect Evidence
• Optional, implicit and insufficient by itself – Job placement rates & salaries– Retention & graduation rates– Course grades & pass rates– Transfer rates– Surveys of students & alumni
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1. Read the directions.2. Tie assessments to important goals.3. Use more than one measure.4. Include some “direct” (explicit) evidence.5. Keep it useful… and used.6. Keep doing something everywhere, every year.
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What Might an Evaluator Ask?
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1. What is your
mission and environment?
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2. What do you most want students to learn?
• Why?• After they graduate
– What should they be prepared to DO?– How should they USE what they learn?
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3. What else do you most want to achieve?
• Mission• Strategic goals• Other important goals
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4. What evidence do you have that you and your students are achieving those goals?
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5. Are you satisfied with your evidence?
• Why or why not?– What are your standards for success? – Are they appropriately rigorous?
• Are your results of sufficient quality that you can answer this?• Systematic, not anecdotal or scattershot
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6. If not, what are you doing about it?
• Strategic goals & plans based on assessment evidence
• Funding priority to requests supported by assessment evidence
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Determining Compliance
What Might an Evaluator Consider?
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Compliance in “Substantial Measure”
• Does your institution demonstrate sufficient evidence of compliance with the standards?
• No A for effort!
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Systematic Evidence of Compliance
• NOT just – Assertions – Anecdotes – Plans
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Consistent Evidence
• Undergrad & graduate programs• Professional & liberal arts programs• On- & off-campus locations• Online & face-to-face programs• Student learning & other aspects of
institutional effectiveness
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How Much Has Been Implemented?
• Any significant gaps or shortcomings?• Why?• How sizable are they?
– What is their impact?• Do you recognize the gaps?• What are you doing about them?
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Does Everyone “Get It”?
• Is there a pervasive culture of evidence-informed planning & decision-making?– Do assessment results inform important
decisions?– How often are assessment results discussed by
• Board• Cabinet• Departments
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Sustained Assessment
• Will momentum slow after this review?• How do campus leaders support and facilitate
assessment?• Are you keeping things simple?• Are time & money invested in proportion to
value?
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How to Report on Assessment Compliance
• Document• Analyze• Summarize
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Your Goals
• Strategic/institutional goals• Learning outcomes
– Institutional– General education– Program-level
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For Each Goal...
• How you’re assessing it• Assessment results• Analysis: What the results are telling you• How results have been used for improvement• Where you’re going with assessment
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Ideally...
• Make visible what you’re already doing.– Documentation already on hand– An overview– An overall analysis
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Ideally...
• Information and reports you already share– A format that’s useful to you and your
colleagues– Information, not just data– Analysis: Not just results but what they
say to you• What your board should be asking for!
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Ideally...
• Meeting minutes/ e-mail streams documenting– Analysis– Discussion– Decisions
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Alternatively...
• For each strategic goal, gen ed requirement, academic program...– One-page summary plus rubrics/criteria– Analysis, not just numbers
• What are the results telling you?– In an appendix, online, CD, flash drive– Formats can be inconsistent.
• Reviewer may choose a representative sample.
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Documenting Institutional Effectiveness
Institutional (Strategic)
Goal
Key Strategies to
Achieve It
How Assessed (Performance Indicators?)
Summary/ Analysis of
Results
Use of Results
Plans/ Schedule
Going Forward
1.
2.
3.
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Gen Ed Requirement
Learning Goal
How/ Where Taught
How Assessed * Summary/ Analysis of
Results
Use of Results
Plans/ Schedule
Going Forward
1.
2.
3.
Documenting Gen Ed Learning Assessment
* Provide rubric, survey, etc., so reviewers can verify rigor & match to goal.
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Program Learning
Goal
How/ Where Taught
How Assessed * Summary/ Analysis of
Results
Use of Results
Plans/ Schedule
Going Forward
1.
2.
3.
Documenting Program-Level Learning
Assessment
* Provide rubric, survey, etc., so reviewers can verify rigor & match to goal.
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Evidence First, Then An Overview in Your
Report• Summary & overall analysis
• Charts– Strategic goals– Gen ed requirements– Academic programs
• Links to each appendix– Answers without links to evidence
aren’t answers.
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Resources at www.msche.org
• Click on Publications.• Scroll down and click on “Guidelines for Institutional Improvement”
– Assessing Student Learning and Institutional Effectiveness: Understanding Middle States Expectations
– Evaluating Institutional Student Learning Assessment Processes (a rubric)
– Information on Assessment Models and Best Practices– Suggested Readings – and much more!