Assessment in Student Affairs
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Transcript of Assessment in Student Affairs
ASSESSMENT IN STUDENT AFFAIRS
Systematic process for collecting, reviewing, and usingevidence/data for the purposes of overall improvementand enhancing student learning; is not static or “one-time”
“How do we know that weare doing what we say we
are doing?”“How well are we doing
what we say we aredoing?”
WHY?External Pressures Internal Pressures Accountability Budgetary Constraints Rising Costs Effectiveness Issues Quality Control Quality of Programs/Services Accreditation
Are these student services reallynecessary?
OVER ALL GOALS ARE Improvement of Programs and Services Smart Decision-Making Strategic Planning
AAHE ASSESSMENT PRINCIPLESThe assessment of student learning beginswith educational values.
Assessment is most effective when itreflects an understanding of learning asmultidimensional, integrated, and revealedin performance over time.
Assessment works best when the programsit seeks to improve have clear, explicitlystated purposes.
PRINCIPLES CONTINUEDAssessment requires attention to outcomesbut also and equally to the experiences thatlead to those outcomes.
Assessment works best when it is ongoing,not episodic.
Assessment fosters wider improvement whenrepresentatives from across the educationalcommunity are involved.
PRINCIPLES CONTINUEDAssessment makes a difference when it begins withissues of use and illuminates questions that peoplereally care about.
Assessment is most likely to lead to improvement whenit is part of a larger set of conditions that promotechange.
Through assessment, educators meet responsibilities tostudents and to the public.
American Association for Higher Education (AAHE) Assessment Forum with support from the Fund for the Improvement of Postsecondary Education
Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright
STUDENT LEARNING AND DEVELOPMENT OUTCOMES Provide empirical evidence of the contributions of
programs. Help in making decisions for program improvements
thatcan strengthen and enhance student learning anddevelopment.
Meet external requirements. Illustrate how Student Affairs programs are
meaningful. Inform others why program or service should exist. Demonstrate accountability.
MOVING BEYOND STUDENTSATISFACTIONMeasuring Student Learning and
Development Outcomes should be theprimary focus of Student Affairs Evaluationand Assessment the majority of the time.
This framework is necessary in order toimprove programs and services and show theimpact the co-curricular has on academic success.
TYPES OF ASSESSMENT Needs Campus Environment Student Culture National Standards Satisfaction
ALL OF THESE ARE IMPORTANT ANDHAVE THEIR PLACE IN A
COMPREHENSIVE ASSESSMENTAPPROACH
RECENT AND CURRENT ASSESSMENTS IN STUDENT AFFAIRS Centennial Hall in the first semester
(second semester in progress)
Goals: Learn about the student experience in this particular large setting
Develop comparison data on other large classes
Understand impact, if any, on student performance
Provide feedback to faculty and administratorsDevelop programs and education to support
students
SA ASSESSMENTS CONTINUED Arizona Assurance, first and second cohorts
Goals: Evaluate effectiveness of both the financial support and retention programming components of the program
Fine tune the offerings over timeDemonstrate how to use assessment
integrated into program decision-making
SA ASSESSMENTS CONTINUED Campus safety
Goals: Understand student perceptions of safety on and off campus
Develop educational information based on results
Inform campus of safety issues with potential for improvement
SA ASSESSMENT CONTINUED Student Services Fees
Goals: Understand current students’ greatest needs for services
Assist student leaders in prioritizing uses of the resources
Gauge student satisfaction with uses of previous SSF resources
HOW WE ARE ORGANIZED http://assessment.arizona.edu/student_suppo
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