Post on 05-Jan-2016
Assessment at the TTUHSCOr….What does assessment have to do with me?
AssessmentAssessment
Process of collecting and reviewing evidence about the TTUHSC’s academic and administrative programs and services and using it to evaluate these programs and services to improve their quality
Process of collecting and reviewing evidence about the TTUHSC’s academic and administrative programs and services and using it to evaluate these programs and services to improve their quality
ASSESS
IMPROVE
Dialogue
PLAN
Dialogue
Dialogue
Institutional EffectivenessInstitutional Effectiveness
The process by which the TTUHSC demonstrates how well it is succeeding in accomplishing its mission and meeting its goals
The process by which the TTUHSC demonstrates how well it is succeeding in accomplishing its mission and meeting its goals
SACS (Southern Association of Colleges and Schools) Principles of AccreditationSACS (Southern Association of Colleges and Schools) Principles of Accreditation
2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.
3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves those outcomes; and provides evidence of improvement based on analysis of those results.
2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.
3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves those outcomes; and provides evidence of improvement based on analysis of those results.
TTUHSC MissionTTUHSC Mission
To improve the health of people by providing educational opportunities for students and health care professionals, advancing knowledge through scholarship and research, and providing patient care and service
To improve the health of people by providing educational opportunities for students and health care professionals, advancing knowledge through scholarship and research, and providing patient care and service
TTUHSC GOALSTTUHSC GOALS
Prepare competent health professionals and scientists
Increase externally funded, peer-reviewed research, especially NIH funded research, and research focused on aging, cancer, and rural health
Improve access to quality health care for the TTUHSC’s target populations
Prepare health professions students for an increasingly diverse workforce and patient population
Provide leadership in the development of partnerships and collaborations to improve community health
Operate TTUHSC as an efficient and effective institution
Prepare competent health professionals and scientists
Increase externally funded, peer-reviewed research, especially NIH funded research, and research focused on aging, cancer, and rural health
Improve access to quality health care for the TTUHSC’s target populations
Prepare health professions students for an increasingly diverse workforce and patient population
Provide leadership in the development of partnerships and collaborations to improve community health
Operate TTUHSC as an efficient and effective institution
InstitutionalMission,
Goals & Strategies
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Means of A
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Assessm
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Use of R
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Institutional Effectivenessis focused on
Results & Improvement
Strategic Planningis focused on
Process & Action
Answers Question:
What actions should we take to support the mission & goals of the institution?
Answers Question:How well are our students learning & our administrative services (AES) functioning?
Adapted from Nichols, J.O & Karen W., A Road Map for Improvement of Student Learning and Support Services Through Assessment
Inform the Planning Process
Unit Mission/Functions
Relationship of Types of Planning at an InstitutionRelationship of Types of Planning at an Institution
What is WEAVEonline?What is WEAVEonline?
A data-based tool for tracking assessment at the unit or program level
Tracks both student learning outcomes for degree programs and outcomes for administrative & educational support units
Demonstrates links between units/programs and the TTUHSC mission, goals, strategies
Reporting capabilities
A data-based tool for tracking assessment at the unit or program level
Tracks both student learning outcomes for degree programs and outcomes for administrative & educational support units
Demonstrates links between units/programs and the TTUHSC mission, goals, strategies
Reporting capabilities
WEAVEWEAVE
WEAVEWEAVE
Write expected outcomes
Establish criteria for success
Assess performance
View assessment results
Effect improvements
Write expected outcomes
Establish criteria for success
Assess performance
View assessment results
Effect improvements
What’s the Assessment Timeline?What’s the Assessment Timeline?
During our 2006-2007 “ramp up” year:
Assessment plans entered during the Fall Semester (ideally by Oct. 31, 2006)
Assessment activities Sept. 2006 through June 2007
Assessment reports due July 15, 2007
• Includes “findings” or results
• Includes a brief action plan on how findings will be used for improvement
Revised assessment plans due Sept. 2, 2007
During our 2006-2007 “ramp up” year:
Assessment plans entered during the Fall Semester (ideally by Oct. 31, 2006)
Assessment activities Sept. 2006 through June 2007
Assessment reports due July 15, 2007
• Includes “findings” or results
• Includes a brief action plan on how findings will be used for improvement
Revised assessment plans due Sept. 2, 2007
Who will use WEAVE?Who will use WEAVE?
All Academic degree programs (for student learning outcomes)
Administrative and educational support programs/units
• Includes academic program units, i.e. Dept. of Pediatrics, Office of the Dean for SON, etc.
• Administrative units, i.e. Traffic & Parking, IT-El Paso
• Educational Support Units, i.e. Outreach Service, TTUHSC Libraries; SOAHS Office of Admissions & Student Affairs
All Academic degree programs (for student learning outcomes)
Administrative and educational support programs/units
• Includes academic program units, i.e. Dept. of Pediatrics, Office of the Dean for SON, etc.
• Administrative units, i.e. Traffic & Parking, IT-El Paso
• Educational Support Units, i.e. Outreach Service, TTUHSC Libraries; SOAHS Office of Admissions & Student Affairs
Help!Help!
Office of Institutional Planning & Effectiveness (OIPE)Add new office number743-2918http://www.ttuhsc.edu/admin/oipe/
Staff:Sharon Kohout, DirectorH.D. Stearman, Associate DirectorTe’Ree Reese, Senior Business Assistant
Office of Institutional Planning & Effectiveness (OIPE)Add new office number743-2918http://www.ttuhsc.edu/admin/oipe/
Staff:Sharon Kohout, DirectorH.D. Stearman, Associate DirectorTe’Ree Reese, Senior Business Assistant
Assessment 101
AssessmentAssessment
Assessment is a systematic process of gathering and interpreting information to discover if your program is meeting its outcomes and then using that information to enhance your program.
Assessment is a process designed to answer the question: “Are our efforts bringing forth the desired results?”
Assessment is a systematic process of gathering and interpreting information to discover if your program is meeting its outcomes and then using that information to enhance your program.
Assessment is a process designed to answer the question: “Are our efforts bringing forth the desired results?”
Who needs to “do” assessment?Who needs to “do” assessment?
All academic degree programs must conduct ongoing assessment related to student learning outcomes
Administrative & educational support programs or units• Possible criteria: Does your program or unit…..
– have a purpose (or a mission) statement?
– provide a unique service?
– have a box on the organizational chart?
– have a separate budget?
There are no “rules” At what level does assessment makes sense if your
focus is improvement of your program or services?
All academic degree programs must conduct ongoing assessment related to student learning outcomes
Administrative & educational support programs or units• Possible criteria: Does your program or unit…..
– have a purpose (or a mission) statement?
– provide a unique service?
– have a box on the organizational chart?
– have a separate budget?
There are no “rules” At what level does assessment makes sense if your
focus is improvement of your program or services?
Where do you start?Where do you start?
Mission or Purpose Statement• A brief description of the unit or program’s
mission and purpose stated in broad terms. Be sure to mention how the work of the unit supports some part of the University’s mission and/or goals.
• Keep the mission statement to 2 – 3 sentences (for WEAVE).
• Should be revisited annually in case services are eliminated or added.
Mission or Purpose Statement• A brief description of the unit or program’s
mission and purpose stated in broad terms. Be sure to mention how the work of the unit supports some part of the University’s mission and/or goals.
• Keep the mission statement to 2 – 3 sentences (for WEAVE).
• Should be revisited annually in case services are eliminated or added.
Core Functions/ServicesCore Functions/Services
Four to seven functions/areas of responsibility that ensure that the mission is being accomplished
Helpful for determining outcomes/objectives and potential areas for improvement
Four to seven functions/areas of responsibility that ensure that the mission is being accomplished
Helpful for determining outcomes/objectives and potential areas for improvement
Ask Yourself These QuestionsAsk Yourself These Questions
What decision did you make about your unit or program last year?
What evidence did you use to inform that decision?
What was it that you were trying to influence or change about your unit/program when you made that decision?
What decision did you make about your unit or program last year?
What evidence did you use to inform that decision?
What was it that you were trying to influence or change about your unit/program when you made that decision?
Outcomes-Based AssessmentOutcomes-Based Assessment
Most people… Do capitalize on their innate intellectually
curiosity to find out what works Don’t articulate their intended end results (e.g.,
outcomes) ahead of time Don’t document the decisions made based on
their results Don’t follow up later to see if their decisions
made the intended improvement
Most people… Do capitalize on their innate intellectually
curiosity to find out what works Don’t articulate their intended end results (e.g.,
outcomes) ahead of time Don’t document the decisions made based on
their results Don’t follow up later to see if their decisions
made the intended improvement
The Assessment Cycle(Bresciani, 2003)
The Assessment Cycle(Bresciani, 2003)
The key questions…• What are we trying to do and why? or
• What is my unit or program supposed to accomplish?
• How well are we doing it?
• How do we know?
• How do we use the information to improve or celebrate successes?
• Do the improvements we make work?
The key questions…• What are we trying to do and why? or
• What is my unit or program supposed to accomplish?
• How well are we doing it?
• How do we know?
• How do we use the information to improve or celebrate successes?
• Do the improvements we make work?
ASSESS
IMPROVE
Dialogue
PLAN
Dialogue
Dialogue
Assessment( Bresciani, 2006)
Assessment( Bresciani, 2006)
Most importantly, it should be:• Understood • Inclusive • Meaningful • Manageable • Flexible • Truth-seeking/objective/ethical• Systematic
Inform decisions for continuous improvement or provide evidence of proof
Promote a culture of accountability, of learning, and of improvement
Most importantly, it should be:• Understood • Inclusive • Meaningful • Manageable • Flexible • Truth-seeking/objective/ethical• Systematic
Inform decisions for continuous improvement or provide evidence of proof
Promote a culture of accountability, of learning, and of improvement
The Purpose of AssessmentThe Purpose of Assessment
Outcomes-Based assessment does not exist for assessment’s sake
It is taking what most of us already do, and making it systematic
It is NOT personnel evaluation
Its purpose is to reflect on the end result of doing—the outcome. Are we accomplishing that which we say we are?
Outcomes-Based assessment does not exist for assessment’s sake
It is taking what most of us already do, and making it systematic
It is NOT personnel evaluation
Its purpose is to reflect on the end result of doing—the outcome. Are we accomplishing that which we say we are?
Bresciani, 2002
Purpose of Assessment (continued)Purpose of Assessment (continued)
Reinforce or emphasize the mission of your unit
Improve programs and/or performance
Inform planning
Inform decision making
Evaluate programs, not personnel
Reinforce or emphasize the mission of your unit
Improve programs and/or performance
Inform planning
Inform decision making
Evaluate programs, not personnel
Bresciani, 2002
Purpose of Assessment (continued)Purpose of Assessment (continued)
Assist in the request for additional funds from the University and external community
Assist in the re-allocation of resources Assist in meeting accreditation requirements,
models of best practices, and national benchmarks
Celebrate successes Create a culture of continuous improvement –
a culture of accountability, of learning, and of improvement
Assist in the request for additional funds from the University and external community
Assist in the re-allocation of resources Assist in meeting accreditation requirements,
models of best practices, and national benchmarks
Celebrate successes Create a culture of continuous improvement –
a culture of accountability, of learning, and of improvement
Bresciani, 2002
Components of a TTUHSC Assessment PlanComponents of a TTUHSC Assessment Plan
Program/Unit Name
Program/Unit Mission or Purpose Statement
Outcomes
• Student Learning or Administrative
• Link to the TTUHSC Strategic Plan
Measure (Method of Assessment)
Target Level (Criteria for Success)
Findings (Assessment Results)
• Summarize the results for each outcome
• Summarize the process to verify/validate the results
Action Plan (Use of Results)• Summarize the decisions/recommendations made for each outcome
Program/Unit Name
Program/Unit Mission or Purpose Statement
Outcomes
• Student Learning or Administrative
• Link to the TTUHSC Strategic Plan
Measure (Method of Assessment)
Target Level (Criteria for Success)
Findings (Assessment Results)
• Summarize the results for each outcome
• Summarize the process to verify/validate the results
Action Plan (Use of Results)• Summarize the decisions/recommendations made for each outcome
Mission StatementMission Statement
A mission statement needs to communicate the essence or purpose of your unit or program.
Your mission statement answers the question:
“What do we do and how do we support the TTUHSC mission?”
A mission statement needs to communicate the essence or purpose of your unit or program.
Your mission statement answers the question:
“What do we do and how do we support the TTUHSC mission?”
OutcomesOutcomes
Outcomes are statements that describe results that you expect to see….
• in the way you deliver your services
• related to internal goals you might have set within your unit
• as you carry out your functions or responsibilities
Outcomes are specifically about what you want the end results of your activities to be.
Outcomes are statements that describe results that you expect to see….
• in the way you deliver your services
• related to internal goals you might have set within your unit
• as you carry out your functions or responsibilities
Outcomes are specifically about what you want the end results of your activities to be.
Guidelines for Formulating OutcomesGuidelines for Formulating Outcomes
Must be related to something under the control of the unit
Should be worded in terms of what the unit will accomplish or what its clients should think, know, or do following the provision of services
Should lead to improved service
Must be linked to a TTUHSC strategy and/or goal (WEAVE will make the linking simple)
YOU decide which strategies and/or goals your unit best links to (can be more than one, but must link to a goal at the very least – see Goal 5)
Must be related to something under the control of the unit
Should be worded in terms of what the unit will accomplish or what its clients should think, know, or do following the provision of services
Should lead to improved service
Must be linked to a TTUHSC strategy and/or goal (WEAVE will make the linking simple)
YOU decide which strategies and/or goals your unit best links to (can be more than one, but must link to a goal at the very least – see Goal 5)
Ideas for Deciding on OutcomesIdeas for Deciding on Outcomes
Review your core services/ functions/responsibilities
Brainstorm with other staff about potential areas for improvement
Look at data/trends to determine issues or areas that need time and attention
What are areas in which you are held accountable by senior management or external audiences?
Remember: outcomes-based assessment is about improvement – not just “doing”
Start small – with just 2 or 3 outcomes
Review your core services/ functions/responsibilities
Brainstorm with other staff about potential areas for improvement
Look at data/trends to determine issues or areas that need time and attention
What are areas in which you are held accountable by senior management or external audiences?
Remember: outcomes-based assessment is about improvement – not just “doing”
Start small – with just 2 or 3 outcomes
Examples of Intended OutcomesExamples of Intended Outcomes
“All news media inquiries concerning the University will receive appropriate and timely responses.”
“An increasing number of undergraduate students will engage in research with faculty and graduate students.”
“Seminars and conferences offered by this program will provide enhanced opportunities for faculty to engage in interdisciplinary discussion and develop networks for future research collaborations.”
“Customers will receive prompt assistance in effectively resolving technical problems related to systems, networks, and desktop applications.”
“All news media inquiries concerning the University will receive appropriate and timely responses.”
“An increasing number of undergraduate students will engage in research with faculty and graduate students.”
“Seminars and conferences offered by this program will provide enhanced opportunities for faculty to engage in interdisciplinary discussion and develop networks for future research collaborations.”
“Customers will receive prompt assistance in effectively resolving technical problems related to systems, networks, and desktop applications.”
Questions to Ask Yourself About OutcomesQuestions to Ask Yourself About Outcomes
Is it measurable/identifiable? Is it meaningful? Is it manageable? Who is the target audience of my outcome? Who would know if my outcome has been met? How will I know if it has been met? Will it provide me with evidence that will lead
me to make a decision for continuous improvement?
Is it measurable/identifiable? Is it meaningful? Is it manageable? Who is the target audience of my outcome? Who would know if my outcome has been met? How will I know if it has been met? Will it provide me with evidence that will lead
me to make a decision for continuous improvement?
Before Choosing A Method or Measure…Before Choosing A Method or Measure…
Think about what meeting the outcome looks like• For example:
• “All news media inquiries concerning the University will receive appropriate and timely responses.”
– What does it look like when your outcome has been met?
– How do you currently deliver this outcome?
There may be clues in the delivery of the outcome that help you determine how to assess it
Think about what meeting the outcome looks like• For example:
• “All news media inquiries concerning the University will receive appropriate and timely responses.”
– What does it look like when your outcome has been met?
– How do you currently deliver this outcome?
There may be clues in the delivery of the outcome that help you determine how to assess it
Before Choosing a Method or Measure… (continued)
Before Choosing a Method or Measure… (continued)
Think about collecting data• from different sources to make more meaningful and
informed decisions for continuous improvement (e.g., surveys, observations, self-assessment)
• that you believe will be useful in answering the important questions you have raised
• that will appeal to your primary audience or to those with whom you are trying to influence
Think about collecting data• from different sources to make more meaningful and
informed decisions for continuous improvement (e.g., surveys, observations, self-assessment)
• that you believe will be useful in answering the important questions you have raised
• that will appeal to your primary audience or to those with whom you are trying to influence
Measurement MethodsMeasurement Methods
Evidence of learning- basically two types• Direct-
– methods of collecting information that require the customers/students to display their knowledge and skills
• Indirect– methods that ask customers/students or some one else to
reflect on the customer/student learning rather than to demonstrate it
Evidence of learning- basically two types• Direct-
– methods of collecting information that require the customers/students to display their knowledge and skills
• Indirect– methods that ask customers/students or some one else to
reflect on the customer/student learning rather than to demonstrate it
(Palomba and Banta, 1999)
Some Methods That Provide Direct EvidenceSome Methods That Provide Direct Evidence
Observations of customer/student behavior Tracking the use of a service (i.e. hits on a
website) Tracking processing time Counts of participants/customers served Tracking complaints and how they are resolved
Observations of customer/student behavior Tracking the use of a service (i.e. hits on a
website) Tracking processing time Counts of participants/customers served Tracking complaints and how they are resolved
Some Methods That Provide Direct Evidence (continued)
Some Methods That Provide Direct Evidence (continued)
Document analysis (e.g., meeting minutes, policies, handbooks)
Observations of work performance Web tracking program analysis Other document tracking analysis
Document analysis (e.g., meeting minutes, policies, handbooks)
Observations of work performance Web tracking program analysis Other document tracking analysis
Some Methods That Provide Indirect EvidenceSome Methods That Provide Indirect Evidence
Client satisfaction surveys (students, staff, faculty, alumni, other customers)
Interviews and focus groups with participants, customers, or other stakeholders
Benchmarks set by national, state, or peer organizations or institutions
Retention rates Enrollment trends
Client satisfaction surveys (students, staff, faculty, alumni, other customers)
Interviews and focus groups with participants, customers, or other stakeholders
Benchmarks set by national, state, or peer organizations or institutions
Retention rates Enrollment trends
Examples of MeasuresExamples of Measures
Surveys of customer satisfaction Counts of program participants; growth in
participation Focus groups, individual interviews, phone
surveys Feedback from advisory groups or committees Analysis of service usage
Surveys of customer satisfaction Counts of program participants; growth in
participation Focus groups, individual interviews, phone
surveys Feedback from advisory groups or committees Analysis of service usage
Choosing an InstrumentChoosing an Instrument
What outcome(s) are you measuring? Who is being assessed? How often do I have
access to them? Do I know who they are? What is my budget? What is my timeline? What type of data is most meaningful to me:
direct/indirect and qualitative/quantitative Who will have responsibility for data collection?
What outcome(s) are you measuring? Who is being assessed? How often do I have
access to them? Do I know who they are? What is my budget? What is my timeline? What type of data is most meaningful to me:
direct/indirect and qualitative/quantitative Who will have responsibility for data collection?
Target Levels (Criteria for Success)Target Levels (Criteria for Success)
What target will you set for yourself during the coming year in order to accomplish your outcome?
What level of accomplishment do you hope to see?
Target levels should specific, measurable, and attainable.
You are encouraged to set more than one target level or criteria for success for each outcome.
What target will you set for yourself during the coming year in order to accomplish your outcome?
What level of accomplishment do you hope to see?
Target levels should specific, measurable, and attainable.
You are encouraged to set more than one target level or criteria for success for each outcome.
Examples: Outcomes with Criteria for Success/Target LevelExamples: Outcomes with Criteria for Success/Target Level
Students will be satisfied with the health care provider on their campus.• Target: On Student Satisfaction Survey, 90% will
respond that they are satisfied or very satisfied with health care provider on their campus.
Instructional support services will be provided to meet the needs of TechLink faculty.• Target: By Dec. 2006, faculty using TechLink will be
surveyed to determine three most critical areas of need
• Target: By June 2007, a workplan for addressing the major areas of need will be presented to IT leadership.
Students will be satisfied with the health care provider on their campus.• Target: On Student Satisfaction Survey, 90% will
respond that they are satisfied or very satisfied with health care provider on their campus.
Instructional support services will be provided to meet the needs of TechLink faculty.• Target: By Dec. 2006, faculty using TechLink will be
surveyed to determine three most critical areas of need
• Target: By June 2007, a workplan for addressing the major areas of need will be presented to IT leadership.
Conduct Assessment ActivitiesConduct Assessment Activities
Be sure you have a plan for conducting the activities that will lead to accomplishment of your target level
Be sure you have a plan for conducting the activities that will lead to accomplishment of your target level
Findings (Results of Assessments Conducted)Findings (Results of Assessments Conducted)
Summarize briefly the major findings from your assessments
“70% of respondents indicated that they had received a response to their request for service within 24 hours.”
“Customers expressed frustration with the wait time for help desk requests.”
“Feedback gathered from our advisory group indicated that department staff desire additional assistance with web design.”
Summarize briefly the major findings from your assessments
“70% of respondents indicated that they had received a response to their request for service within 24 hours.”
“Customers expressed frustration with the wait time for help desk requests.”
“Feedback gathered from our advisory group indicated that department staff desire additional assistance with web design.”
Closing the LoopClosing the Loop
Briefly report method of assessment for each outcome
Document where the customers/students are meeting the intended outcome
Document where they are not meeting the outcome
Document decisions made to improve the program and assessment plan
Refine assessment method and repeat process after proper time for implementation
Briefly report method of assessment for each outcome
Document where the customers/students are meeting the intended outcome
Document where they are not meeting the outcome
Document decisions made to improve the program and assessment plan
Refine assessment method and repeat process after proper time for implementation
Action Plans (Use of Results for Improvement)Action Plans (Use of Results for Improvement)
How do you plan to use the results of your assessments to improve the unit’s programs or services?
Briefly describe any improvements, changes, or plans that you will undertake
If you meet your target levels, review your outcomes to see if other improvements or activities are needed
How do you plan to use the results of your assessments to improve the unit’s programs or services?
Briefly describe any improvements, changes, or plans that you will undertake
If you meet your target levels, review your outcomes to see if other improvements or activities are needed
Examples of Improvement StatementsExamples of Improvement Statements
“A new campaign emphasizing to new graduates the benefits of annual giving to the TTUHSC was developed and implemented in July 2004. We continue to monitor our progress in encouraging this group to contribute.”
“Since our service demands have increased, additional staff are needed to provide adequate coverage, and will be requested in the next fiscal year.”
“Our focus groups interviews with users indicated a preference for electronic reports, so the hard copy version was discontinued.”
“A new campaign emphasizing to new graduates the benefits of annual giving to the TTUHSC was developed and implemented in July 2004. We continue to monitor our progress in encouraging this group to contribute.”
“Since our service demands have increased, additional staff are needed to provide adequate coverage, and will be requested in the next fiscal year.”
“Our focus groups interviews with users indicated a preference for electronic reports, so the hard copy version was discontinued.”
Demonstrate & Document Use of Results for ImprovementsDemonstrate & Document Use of Results for Improvements
Most important step = data-based decision making
Data collected from doing assessment often will inform Strategic Planning
Most important step = data-based decision making
Data collected from doing assessment often will inform Strategic Planning
InstitutionalMission,
Goals & Strategies
Aca
dem
ic P
lann
ing
Adm
inis
trat
ive
Plan
ning
Bud
get P
lann
ing
Fac
iliti
es P
lann
ing O
utcomes
Means of A
ssessment
Assessm
ent Results`
Use of R
esults
Institutional Effectivenessis focused on
Results & Improvement
Strategic Planningis focused on
Process & Action
Answers Question:
What actions should we take to support the mission & goals of the institution?
Answers Question:How well are our students learning & administrative services (AES) functioning?
Adapted from Nichols, J.O & Karen W., A Road Map for Improvement of Student Learning and Support Services Through Assessment
Inform the Planning Process
Unit Mission/Functions
Relationship of Types of Planning at an InstitutionRelationship of Types of Planning at an Institution
Take-Home MessagesTake-Home Messages
You do not have to assess everything you do every year.
You don’t have to do everything at once-start with a reasonable number of intended outcomes
Think baby steps Be flexible Acknowledge and use what you have already
done.
You do not have to assess everything you do every year.
You don’t have to do everything at once-start with a reasonable number of intended outcomes
Think baby steps Be flexible Acknowledge and use what you have already
done.
Assessment expertise is available to help you evaluate your program better – not to evaluate your program for you
Borrow examples from other institutions to modify as appropriate
Time for this must be re-allocated We allocate time according to our values and
priorities
Assessment expertise is available to help you evaluate your program better – not to evaluate your program for you
Borrow examples from other institutions to modify as appropriate
Time for this must be re-allocated We allocate time according to our values and
priorities
More Take-Home Messages
ResourcesResources
Each Other Web Resources http://www2.acs.ncsu.edu/UPA/assmt/ http://www2.acs.ncsu.edu/UPA/assmt/resource.
htm#hbooks http://www.unt.edu/SACS/ie_nonacademic/inde
x.htm
Help!Help!
Office of Institutional Planning & Effectiveness (OIPE)
743-2918
http://www.ttuhsc.edu/admin/oipe/
Staff:
Sharon Kohout, Director
H.D. Stearman, Associate Director
Te’Ree Reese, Senior Business Assistant
Office of Institutional Planning & Effectiveness (OIPE)
743-2918
http://www.ttuhsc.edu/admin/oipe/
Staff:
Sharon Kohout, Director
H.D. Stearman, Associate Director
Te’Ree Reese, Senior Business Assistant