|
Winona State University |
Office of Assessment |
||||
1. The purpose of the academic assessment program is to support and improve student learning by developing methods toa) articulate the goals of each academic program and support service,b) gain feedback on each unit's progress towards achieving those goals, and
c) use the feedback to modify the academic programs and support services to ensure that the goals are effectively achieved.
2. There are many valid approaches to quality enhancement, including the use of both quantitative and qualitative assessment measures. The faculty and staff of each academic program and support service area will identify or create assessment methods and instruments appropriate to their specific programs or units.
3. Student assessment will not be used as entrance or exit requirements from academic programs.
4. Quality assessment results are for the exclusive use of WSU. The integrity and level of support for campus-wide quality assessment requires that the confidentiality of the data be maintained.
5. Academic assessment data will not be used to make comparisons among faculty, departments, colleges, or other units within the university. Comparisons between current and previous performance of a unit is appropriate.
6. Assessment data will not be used for faculty or staff evaluation and, in particular, will not be used in making retention, tenure, and promotion recommendations or decisions by supervisors or administrators. Individuals may choose to use assessment data compiled on their own classes or services for documentation purposes.
7. The faculty and support service staff will receive assistance and financial support to implement their individual program/service quality enhancement and assessment programs.
8. Quality improvement is a long-range process. The goal for each program and service area is to establish and implement systems for ongoing program assessment.
The following general guidelines present characteristics of assessment programs which should guide university constituencies in developing specific assessment strategies and programs.
1. Quality assessment plans should be consistent with the mission and goals of Winona State University, indicating specifically how a program/service contributes to achieving the institutional mission and goals.
2. Assessment programs should be based on a conceptual framework which is consistent with the basic nature of the service, discipline, or program to be assessed. There is no one best framework nor is there any one best approach to quality assessment; however, assessment strategies need to be systematic and systemic.
3. The primary responsibility for developing, implementing, and evaluating assessment plans rests with the faculty and staff. Administrators and consultants are needed for essential assistance and support.
4. Effective assessment programs rely on multiple measures to demonstrate that the specified goals and objectives are being achieved. No one measure/instrument is adequately comprehensive to capture the wide range of achievements represented by students' academic experiences.
5. In order to justify the resources devoted to assessment programs, assessment data must be evaluated and used. The feedback obtained by departments, programs, and service units becomes central to an evaluation plan; evaluation results need to be applied so that weaknesses can be corrected and strengths can be maintained.
6. An assessment program must be cost-effective. The assessment data and information collected needs to be directly relevant to the specified goals and objectives.
7. Assessment is not an end unto itself&emdash;assessment leads to improvement. While there are numerous kinds of improvement, the ultimate improvement for academic areas is the improvement of students' learning, academic achievement, and personal development.
8. After planning and implementing an assessment program, a process is needed for evaluating the assessment program.
(Acknowledgment: A Proposal for Program Assessment at Kean College of New Jersey, Kean College, May, 1986.)