Integrating Qualification Management, Assessment and Portfolio Systems
Integrating Assessment and Faculty Development
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Transcript of Integrating Assessment and Faculty Development
Impact and Assessment: An Integrated Approach to Faculty
DevelopmentWill Miller
Institutional Research Flagler College
Brian SmentkowskiFaculty and Academic Development
Appalachian State University
Overview• By focusing less on "what we can do" and
more on "what we can do together", we can reintroduce a vital sense of community that is necessary for individuals and institutions to succeed.
• By leveraging our resources, knowledge, and experience towards common goals, we can build structures that properly identify, support, and enhance faculty and institutional effectiveness.
Overview
How Faculty Development and Institutional Research Can Align
Institutional and Individual Goals, Objectives, Assessments, and Success
Institutional Research
Institutional Objectives
Faculty Developme
nt
Taken for Granted• Data points collected by IR
sometimes do not get back to faculty– DWF rates– Graduation rates– Retention rates– Career placement rates– Outcomes
• Sometimes this is the fault of IR; sometimes, the faculty
The Goal• We argue that IR data and FD/IR
collaborations can provide a necessary sense of direction and also help plan, assess, and document the accomplishment of core institutional objectives.
• This debunks the myth that IR data is all about the end game and instead provides a platform for successful evidence-based programming.
Integration and Alignment• Bifurcated implementation leads both sectors –
administration and faculty– astray.• Integration and alignment of the institutional mission
and the role of the faculty in furtherance of it is essential, but this requires four things: – 1. Knowledge and information–IR data, contextualized in
collaboration with FD– 2. shared value/buy-in –using the data to make a case but
linking that case to faculty interests and opportunities.– 3. support for innovation and implementation across campus
(faculty development, student development, instructionally, and in research)
– 4. assessments, both formative and summative (improvement and accountability paradigms)
The Process• In order to determine if these goals are
met at the class, program, and institutional level, valid assessments must be developed.
• This can spiral fast, so it is important to keep it simple.–When there is alignment of goals and
outcomes, the improvement and accountability paradigms can be integrated.
Assessment• Faculty Development and Institutional
Research can help the individual and the institution benefit from the same data.
• Blending the Improvement and Accountability Paradigms, the same assessment data should be able to… – help the faculty teach – help the students learn – help the institution document steps towards
success
Assessment ParadigmsBased upon Peter T. Ewell’s Assessment, Accountability, and Improvement:
Revisiting the Tension
Strategic Dimension: Purpose and Strategy
Improvement Paradigm Accountability Paradigm
Intent Formative/faculty benefit Summative/institutional reporting
Stance Internal. Evidence is gathered to assess learning
External. Well-vetted, produces appropriate data
Predominant Ethos Engagement Compliance
Evidence Gathering Multiple/different methods for different kinds of evidence and courses
Standardized
Type of Evidence Qualitative or quantitative. Narratives are ok, often useful for buy-in
Quantitative. Need to be translated
Reference Points Are outcomes met? Can/do they change over time?
Comparative (across programs) and fixed (are key markers met?)
Communication of results Internally, developmental, consultative
Transparent, institutional reporting
Use of Results Individual/program improvement
Are institutional and organization goals being met?
The Big Picture• Sharing and integrating knowledge is vital. • IR is–ought to be—indispensable here. • Institutionally, this requires some unsiloing. • It requires key personnel to effectively USE and not just
have good IR data. • IR data can and should be used to inform and create
opportunities for faculty to succeed. • It’s not just assessment–that’s vital, but really just one
half of the equation–it’s also a starting point. • IR data and FD/IR collaborations can provide a necessary
sense of direction and also help plan, assess, and document the accomplishment of core institutional objectives.
How?• Assuring data is sent to faculty in
timely, understandable manner• Utilizing faculty committees to carry
the weight with other faculty• Allowing faculty to contribute to
interpretation of less academic measures (SSI, NSSE)
Questions?