Guiding Principles to Impact an Institution-Wide Assessment Initiative

Autor/inn/en	Heinerichs, Scott; Bernotsky, R. Lorraine; Danner, Loretta Rieser
Titel	Guiding Principles to Impact an Institution-Wide Assessment Initiative
Quelle	In: Research & Practice in Assessment, 10 (2015), S.60-64 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Guidelines; Educational Principles; Higher Education; Accreditation (Institutions); Qualitative Research; Case Studies; Institutional Evaluation; Quality Control; Scheduling; Resource Allocation; School Support; Evaluation Criteria; Program Administration + Suchen Sie Ihr Suchwort? Richtlinien; Bildungsprinzip; Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitative Forschung; Case study; Fallstudie; Case Study; Qualitätskontrolle; Disposition; Ressourcenallokation; Schulförderverein
Abstract	Institutions of higher education are faced with challenges when implementing an assessment initiative. These challenges include constraints on time and resources, the demands of specialized accreditation, and faculty motivation to comply. In addition, the communication of the expectations around assessment must be clear to all constituents in order for such initiatives to be successful. Communication begins with defining what the institution envisions to be the core elements that must be seen in a plan regardless of disciplinary uniqueness or specialized accreditation. When these core elements are developed and evaluated in a systematic and generalizable manner, institutions can move beyond the collection of quantitative data regarding the number of programs that are in compliance with the assessment mandate--i.e., merely counting the number of programs that report outcomes, measures, results, and action plans. Institutions can begin to conduct qualitative reviews of program-based assessment plans, identifying the clarity and value of plan components with regard to their usefulness for the improvement of student learning. Using the work of one regional comprehensive public university, this case study will demonstrate guiding principles for institutional success in both developing a generalizable assessment initiative and communicating this important work to institutional constituents. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01