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US Perspectives on Educational Quality, Assessment, and Accreditation. A Presentation Dr. Joseph G. Burke Fulbright Specialist, Thailand June 2013. Outline. Describe US values & impact on quality Outline US quality movement Rationale and history Describe US Approach

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us perspectives on educational quality assessment and accreditation

US Perspectives on Educational Quality, Assessment, and Accreditation

A Presentation

Dr. Joseph G. Burke

Fulbright Specialist, Thailand

June 2013

outline
Outline
  • Describe US values & impact on quality
  • Outline US quality movement
    • Rationale and history
  • Describe US Approach
  • Questions and Answers
fundamental american values
Fundamental American Values
  • Three Scales

- FREEDOM v order

- INDIVIDUAL v society

- LIMITED v powerful government

  • Strong belief in market approach to societal issues
  • Values influenced:
    • Constitution: Federal system and separation of powers
    • Government policy regarding education & accreditation
    • Others: health care, gun control
us higher education context
US Higher Education Context
  • No powerful ministry of education
  • Who’s in Charge?
    • Feds provide some financial support and broad policy outlines
    • State/local governments provide financial support and regulation
    • Multiple non-governmental groups provide “participatory” rule making regimes: commissions, associations, agencies, boards
implications
Implications
  • US higher education system highly diverse & decentralizedw/autonomous institutions
  • Overlapping funding/regulatory structures
  • Multiple organizations involved in accreditation
  • Yet system:
    • “best in the world” reputation
    • protects academic freedom
    • Encourages innovative and critical thinking w/entrepreneurial and highly successful graduates
quality assessment us history
Quality Assessment US History
  • (1983) “A Nation at Risk” report of Reagan era
    • Decline in learning standards versus rising costs
  • (1985) “Time for Results” examination of HE
  • (1985-2000) – Rise of Assessment Movement
    • Phase I – Total Quality Procedures inherited from

Industry (Processes and Industrial- type Awards)

    • Phase II – Data Compilation
    • Phase III – Big Question, comparative, and Internationalization Stage
    • Phase IV -Current
  • 2000 – Growing concern US education system less competitive.
    • Growing federal intervention
why assessment movement
Why Assessment Movement?
  • Atmosphere of accountability
  • Increased competition in academic marketplace
  • Constrained fiscal condition requires evidence-based academic management
  • Technology provides increased capacity to generate, compile, present, and analyze evidence
    • Use of “Dashboards” (analytics)
  • Industry provides better management techniques
institutional accreditation
Institutional Accreditation
  • Responsibility
    • Independent regional commissions elected by members
      • Federal government periodically reviews performance
  • Comprehensive focus
    • Resources, governance, faculty qualifications, instructional quality, student performance
  • Consequence of institutional failure
      • Elimination of eligibility to participate in federal student aid and financial loan programs
programmatic accreditation
Programmatic Accreditation
  • Responsibility
    • Commissions chosen by professional membership associations
    • Some states involved in program approval
  • Dual Focus
    • Faculty qualifications, curriculum, student performance
    • Level of Institutional support
  • Consequences of failure dependent on professions
accreditation process
Accreditation Process
  • Comprehensive Self Study by institution
  • Multiday visit by peers, w/report & recommendations
  • Institution comments
  • Commission action
    • Accredit
    • Accredit with warning and reporting requirement
    • Not Accredit
  • Appeal Process
questions for university council and administrative leadership
Questions for University Council and Administrative Leadership
  • How Good is our Product
    • What a student knows and can do upon graduation?
    • What is the “value added” by the learning process?
  • How good are we at producing our product?
    • -retention and graduation rates
  • Are our customers satisfied?
  • Do we have the right mix?
  • Do we make the grade? (Accreditation)
summary
Summary
  • Based Upon American Value System
  • De-centralized w/multiple actors and approaches
  • Focused on Student Development and Learning
  • Quality approach Emphasizes formative evaluation and continuous improvement
  • Accreditation based upon summative evaluation of
    • Resource availability
    • Program qualifications and results
    • Assessment process
comparison of us and other approaches to quality
Comparison of US and Other Approaches to Quality
  • US tends to disaggregate quality and risk management functions
  • US less focused on comparative rankings
  • US has far more diversified and de-centralized approach
  • Each approach has strengths and weaknesses
  • US accreditation/educational system under review
    • National concerns about quality, competitiveness, effectiveness of meeting changing occupational requirements
agb resources
AGB Resources
  • Peter T. Ewell, Making the Grade, Second Edition, AGB Press, 2012.
  • “AGB Statement on Board Responsibility for the Oversight of Educational Quality, AGB Press, 2011.
  • “How Boards Oversee Educational Quality: A Report on a Survey on Boards and the Assessment of Student Learning,” AGB Press, 2010.
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