Instituional Research & Assessment

An electronic publication for communication to the campus community about assessment and institutional effectiveness, the Newsletter is published by the Provost's Office.

The What and Why of Assessment. Since Spring semester, departments have been working on assessment. The assignment for each was to develop unit assessment plans that can be implemented this academic year and reported on next spring. Beginning this month, the plans will be posted to the SUU web page for campus information and for general access. Each plan indicates a relationship with the mission statement of the University. Desired outcomes are described, and the activities assessing those outcomes are listed. Through these plans the learning processes we operate are explained, and we can evaluate programs and learning activities in each department. We do this because it's a natural part of "professing a discipline" and fulfilling our responsibility as stewards of a public trust. We are accountable to multiple stakeholders.

Assessment involves not only the collection of data, but also analysis, synthesis and decision-making. The inventory of assessment activities listed in each plan includes qualitative and quantitative methods. Each department selected those methods it deems best to evaluate student learning and curricula. The purpose of these data methods is to help decision-makers in departments and colleges and schools decide what to preserve and what to change. Reports submitted each Spring semester will help us systematically judge data, trends, methodologies, and directions.

Assessment is here to stay. It is a consequence nationally and locally of both the shift from teacher-centered to learner-centered education and the increasingly competitive world of higher education. The basics of assessment are now in place. We need to refine both the effectiveness and efficiency of our practices. Thanks to all who are contributing to this essential process.

Data Warehouse. Over the past year, a comprehensive data warehouse has been designed and implemented. With input from staff in student services, institutional research, selected departments, and the tireless efforts of Jeanette Ormond, the data warehouse is operational. The results of this major project will be seen in reports to departments, fact books, survey information, and other venues. Information on students, admissions, curricula-nearly every aspect of the University can be "picked," compared, and analyzed. Custom reports from about any perspective can be generated. This is a significant step forward in the institution's ability to meet departmental, college and university data needs.

Take a Minute for Assessment. When you think of student assessment, do you think of surveys, test, and classroom intrusions? Why not literally "take a minute" of class time to do an informal, formative assessment? Formative assessments focus on improving student learning rather than assigning grades. Formative assessments can provide faculty with valuable information on what, how much, and how well students are learning.

One type of formative assessment is the "minute paper," so named because the in-class activity can be accomplished in about a minute (or more). Minute papers are flexible enough to fit any class at any time. Here are some examples of questions you can ask with minute papers:

1. What was the muddiest point in today's lesson (or lecture)?

2. What is one important question that you'd like to pursue further?

3. Give an example of _______.

4. What was the most surprising information about _______?

5. Give an application of ______.

You can also use minute papers to get feedback on your teaching. A simple "start, stop, continue" minute paper provides valuable information about things you might want to initiate, omit, or continue doing. Minute papers provide an effective, unobtrusive way to measure student learning.

Survey of Graduates. Beginning this year the annual survey of graduates was changed from a locally developed instrument to the ACT College Outcomes Survey. This nationally normed instrument is being distributed to all students anticipating graduation in 2000-2001, and it will be used for succeeding graduating classes as well. The 1999 ad hoc committee on assessment recommended this instrument for its statistical strength, national comparability, and opportunity to survey locally developed questions. Because this instrument is one of the University's main assessment tools, faculty and staff should be informed about the COS. Results of this year's survey will be available in August.