moving forward with student learning assessment linda suskie vice president middle states commission...
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Moving Forward with Student Learning
Assessment
Linda Suskie
Vice PresidentMiddle States Commission on Higher Education
University of Nevada Las VegasMay 13, 2010
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What’s the Big Deal
with Assessment?
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CO
TX
NMAZ
UT
NV
CA
OR
WA
WY
ND
SD
NE
KS
OK
MN
WI
MI
IA
MO
IL
AR
AL
AK
HI
ID
INOH
PA
NY
ME
LA
MS
TN
NC
NH
VT
VA
MT
GA
SC
WV
FL
RI
CT NJ
DE
MD
DC
KY
MA
• New England Association of Schools and Colleges, NEAS&C
• Middle States Association of Schools and Colleges, MSA
• Southern Association of Colleges and Schools, SACS
• North Central Association of Schools and Colleges, The Higher Learning Commissions, NCA-HLC
• Northwest Commission on Colleges and Universities, NWCCU
• Western Association of Schools and Colleges, WASC
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Accreditation: The First 50 Years
• Voluntary, membership-controlled• Largely unregulated• Examined inputs, not outcomes
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1965 Higher Education Opportunities Act (HEOA)
• Title IV funds only to colleges with Federally recognized accreditors
• Accreditors must comply with HEOA criteria
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1980s and 1990s
• HEOA reauthorization– 1986: First outcomes
assessment language– 1998: Assessment
language strengthened– Regional accreditors
rewrote standards
• “Learning-centered” movement– Learning is a partnership– Assessment is a tool
• Research on effective pedagogies & student success
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2000s: Calls for Accountability
• 2007 Spellings Commission• 2008 Higher Education Act negotiations
• Public information on quality & effectiveness• Transparent
– Easy to find & understand• Systematic – not anecdotes• “Comparable”
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Will Assessment Ever Go Away?
• Federal regulations • Other calls for
accountability
• “Learning-centered” focus
• Evidence-informed planning & decision-making
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Moving Forward
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The Critical Role of Campus Leaders
Assessment permeates campus culture ONLY IF
campus leaders are truly and actively committed to assessment.
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1. How Much Do We Value Teaching and Learning?
• Why do we teach?• What do we most want students to learn?• Why those things and not others?• How do we help students learn those things?• How do we know they’re learning it?
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2. How Much Do We Value Innovation?
• Value efforts to improve teaching.
• Assessment results = teaching effectiveness?
• Assessment = scholarship?
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3. How Much Do We Respect & Empower
People?• Do we respect campus values?
• Do we respect school, college & discipline values?
• Do we respect what everyone has been doing?
• Do we value collaboration?
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Do Faculty Lead Assessment?
• Who are your assessment champions?
– Faculty-led assessment steering committees?
• What are they empowered to do?
• Are they the right people?
• Are they effective?
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Do Faculty Understand What They Are to Do?
• Realistic, flexible expectations
• Simple, effective reporting requirements
• Constructive feedback
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What About Academic Freedom?
• Teachers are entitled to freedom in the classroom in discussing their subject.
– AAUP 1940 Statement of Principles on Academic Freedom & Tenure
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4. How Do We Support Assessment?
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Time? Stop Doing Something Else.
• Committees
• New programs & courses
• Other new initiatives
• Specialized accreditation
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Do We Minimize the Burden of Assessment?
• Only do what’s useful
• Quick & easy assessment tools
• Realistic about quality
• “Synch” processes
– Academic program review
– Specialized accreditation
– NWCCU accreditation
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How Do University Leaders Promote & Facilitate Assessment?
• Use assessment results to inform important decisions.
• Help faculty find time.
• Professional development
• Technical support
• Freedom to fail
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How Do University Processes Support Assessment?
• Constructive feedback on assessment reports
• Curriculum approval
• Administrative performance review
• Faculty promotion & tenure
• Resource allocation
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Academic Program Review
• Quality
– Outcomes: Student learning
• Demand
• Cost and cost-effectiveness
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5. How Do We Value
Assessment Efforts?
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Five Stages of Assessment(from Elisabeth Kubler-Ross)
1. Denial 2. Anger3. Bargaining 4. Depression 5. Acceptance
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Why Should Faculty Engage in Assessment?
• Mini-grants
• Recognition for teaching/learning grants
• Budget priority
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Do We Use Assessment Results to Inform Important Decisions?
• “Innovation” grants
• Funding priority to requests supported by assessment evidence
• Strategic goals & plans based on assessment evidence
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Do We Use Assessment Results to Celebrate & Publicize
Successes?
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1. Value teaching & learning
2. Value innovation
3. Respect & empower people
4. Support assessment
5. Value assessment efforts