Main
Themes
The Program Assessment
Institute comes at time when there is a strong need to improve existing
program assessment systems within in higher education. The increasing
demands of external accrediting organizations requires institutions to
take a new look at their programs and outcomes. A new set of questions is
being asked and must be addressed.
Main Themes
The Measuring System
The Evaluation Component
The Assessment Component
Institute Outcomes
A quality program assessment
system has two main components (assessment and evaluation) along with
a strong measuring system. These form the three main theme areas for
the institute:
(1) the measuring system,
(2) the evaluation component, and
(3) the assessment component.
The Measuring System
A measuring system is used to help know what you are trying to do (goals); determine how well you are doing it; analyze how you are doing it; determine which qualities that you want and how you are going to measure those qualities, and determine the level of quality you want.
Therefore, a measuring system is used to assess current effectiveness (i.e., a self-study of current performance against stated goals), as well as identify:
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program goals/objectives;
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key processes that significantly influence quality and effectiveness, and
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clear performance criteria and standards for the program.
The design of an evaluation component requires creating an annual program evaluation process and a plan of action to produce the outcomes that match the standards. Individual accountability within a program involves setting standards and then identifying which individual (or individuals) is responsible for each measure.
The evaluation component also involves designing a data collection and reporting system to measure performance against standards as well as timely reporting about performance to the appropriate individuals. In addition, there should be summative evaluation of annual performance against standards and opportunities for rewarding performance.
The Assessment Component
The design of an assessment component involves identifying the strong aspects of a program and separating them from aspects that need to be improved. Appropriate assessors should be identified for each performance area that needs the greatest improvement. Factors within each measure for the assessment need to be identified. Constant feedback should be provided until the performance reaches the desired level. Contingency funds should be set aside for providing critical resources to make needed improvements. Finally, study the use of feedback to determine its impact for future improvements.
Institute Outcomes
- Produce a program assessment system to help meet program goals and standards.
- Design a system which benefits your program (not solely for external purposes).
- Gain understanding of the relationship between measurement, assessment, and evaluation.
- Understand the role of self-study in building a program assessment system.
- Clarify your program’s processes, systems, and structures, and identify how these help to produce the qualities of the program.
- Determine the "why" and "how" of measures with respect to their importance in a program assessment system (i.e., why are quality measures important and how do you produce them).
During this Institute, you will produce a draft of a program assessment system that:
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Helps meet program goals and standards.
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Clarifies your program’s processes, systems and structures
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Significantly benefits your program.
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Evidences qualities of the program by key outcomes
Additionally:
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Determine the “why” and “how” of measures with respect to their importance in a program assessment system (i.e., why are quality measures important and how do you measure them?)
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Gain understanding of the relationship between measurement, assessment, and evaluation.
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Understand the role of self-study and self assessment in designing a program assessment system.
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Understand the importance of a fair and equitable evaluation system.
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Effectively apply limited assessment resources systematically to obtain the greatest incremental growth in the program.
The Program Assessment Institute comes at time when there is a strong need to improve existing program assessment systems within higher education. The increasing demands of external accrediting organizations requires institutions to take a new look at their program’s outcomes. A new set of questions is being asked and must be addressed.
In a program:
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What determines its quality and how will this be measured?
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What student performance or learning outcomes should be explicitly stated?
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How will you determine if students have met these performance outcomes?
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How will performance be measured, assessed and evaluated, for both students and faculty?
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Will the program assessment design meet the standards for external review, and how are their criteria determined?
Activities during the institute will include:
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Overview: Assessment, Evaluation, Program Assessment System.
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Develop a one-sentence description of your program.
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Determine your program’s three-year or five year goals/objectives.
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Define the appropriate scope for your program.
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Produce 5-8 sentences describing the processes of your program.
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Assess the quality of your current program.
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Brainstorm important and desirable qualities.
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Write clear statements as performance criteria.
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Identify attributes for each performance criterion.
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Identify the means and instruments for measuring each attribute.
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Establish standards and accountability for each attribute.
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Writing an annual assessment report.
| May 31 & June 1, 2007 | Kettering University |
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If you're interested in
scheduling a Program Assessment Institute at
your college, please contact us at
inquiries@pcrest.com.