Below are answers to some of the most common questions the Office of Institutional
Effectiveness and Quality Improvement is asked.
What is assessment?
Assessment is “the systematic collection of information about student learning, using
the time, knowledge, expertise, and resources available, in order to inform decisions
about how to improve learning” (Walvoord, 2004).
What is the difference between research and assessment?
Research is a systematic process of gathering, analyzing, and using information from
multiple sources to draw inferences and test hypothesis in order to discover, establish
fact, or revise accepted theories or laws.
Assessment is ‘action’ research with a primary purpose of improving practice, as opposed
to generating theoretical knowledge.
What is the difference between grading and assessment?
The goal of grading is to evaluate individual students’ performance based on specified
criteria.
Assessment goes beyond grading by systematically examining patterns of student learning
across courses and programs for overall improvement.
What are the benefits of assessment?
Assessment allows for evidence-based decision making about curriculum, pedagogy, student
support, and administration.
At the program/unit level, assessment provides program faculty and staff with evidence
that allows them to improve program outcomes.
At the course level, assessment helps instructors to evaluate whether students achieved
the identified course objectives and provides information to improve the course.
Assessment data can be used for other purposes such as annual reviews.
Assessment is a part of the comprehensive standards required for SACSCOC. accreditation,
as well as for many other specialized accreditations.
What is the difference between assessment reports and program review?
Assessment reports are used to assess academic and administrative effectiveness in
support of specific intended outcomes. Program reviews are used to assess the broader
operational effectiveness of a program or unit.
When are Assessment Reports due?
Annually on October 1st for administrative and student support units and annually
on November 1st for academic programs.
How many Student Learning Outcomes (SLO) and Program Outcomes (PO) does each program
need?
At least 3-5 outcomes, with at least 1 direct measure for each.
Are program or general education assessment results used to evaluate individual faculty?
No, results are aggregated across program or educational goals.
Is there a difference in the quantity or quality of student evaluations of faculty
(SEF) between the paper and electronic methods?
No, extensive analysis of electronic course evaluation administration shows there
is no difference in either the quantity or quality of student evaluations of faculty
methods.
Are assessment results used to evaluate individual faculty members?
Assessment of student learning is conducted to determine what faculty as a whole can
do to improve students’ learning in their programs (Walvoord, 2004).
Assessment is not about individual faculty members and should not be used to evaluate
an individual faculty member.
Should there be any evidence of inadequate student learning, faculty members in the
department should collectively take appropriate actions to address the issues and
make improvements.