Institutional Effectiveness ( ie ) and Assessment

1. professional development Institutional Effectiveness (ie) and Assessment Dr. Mimi Johnson and Dr. Syed Raza January 6, 2014 Trenholm State Technical College Professional Development 10:40 AM – 11: 20 AM

2. Agenda • Institutional Effectiveness (IE) • Assessment • Relationship between IE & Assessment Process • Q & A

3. Definition and Goal of IE: • “IE is the SYSTEMATIC,EXPLICIT, and DOCUMENTED process of measuring institutional performance against mission in all aspects of an institution.” (Resource Manual, 2013, p. 16) • IE is the DOCUMENTATION of the quality and effectiveness of all of our programs and services. • IE is linked to the decision-making process at all levels, including the institutional ’s budgeting process

4. Systems Supporting Improvement

7. Institutional Effectiveness Process: • PLANNING • EVALUATION • CONTINUOUS IMPROVEMENT

8. Five Keys to Effective Institutional Effectiveness • Strong leadership from President • Purpose determines objectives/ Expected outcomes with appropriate assessment tools • Appropriate Motivation • Adequate Support and Resources • Actionable Data (Data should fit the outcomes, Not too general)

9. Assessment:

10. Agenda: Assessment Definition What does Assessment mean at Trenholm State? What is your Role in Assessment?

11. Assessment: An examination and review of evidence representing levels of performance, accomplishment, and knowledge. Formative assessment: focused on providing feedback to support improvement (e.g., not graded) Summative assessment: focused on evaluating or judging the level of observed performance (e.g., graded)

12. Points to remember about Assessment

13. 1. What Does Assessment mean at Trenholm State Technical College? 1.1: Something required by SACSCOC 1.2: What instructor does in the classroom? 1.3: What administrators do in their departments? 1.4: Used for continuous improvement 1.5: Used to Evaluate Performance 1.6: Talk about it but really do not do it 1.7: We do it but not sure about the quality

14. 2. What is your Role in Assessment? 2.1: Faculty conducting assessment in courses 2.2: Assessment and Accountability Coordinator 2.3: IE/Assessment office staff providing assessment support 2.4: IE/Assessment Director managing Assessment program 2.5: Others

15. Level of Assessment:

16. Level of Assessment: • Classroom assessment: • Determination of individual student performance at course level by instructors • Course assessment • Determination of how well a course in meeting student learning outcomes • Program assessment • Determination of how well an academic program is meeting student learning outcomes • Determination of how well an education support program is meeting its objectives • Institutional assessment • Determination of institutional performance

17. SACSCOC Requirements

18. Core Requirement 2.5: • “The institution engages in ongoing, integrated, and institution wide research-based PLANNING and EVALUATION processes that (1) incorporates a SYSTEMATIC REVIEW of institutional mission, goals, and outcomes, (2) result in CONTINUING IMPROVEMENT in institutional quality, and (3) demonstrate the institution is effectively ACCOMPLISHING ITS MISSION.” (Principles of Accreditation, 2012).

20. Core Requirement 2.5: There are two processes involved: • PLANNING is on-going, integrated, institution wide, and research-based. • EVALUATION is on-going, integrated, institution wide, and research-based.

21. What do we mean by: • ON-GOING – currently functioning system, not a partial process but one where the loop is closed (more than once), recent evidence • INTEGRATED – institutional planning and evaluation processes are linked to each other, linked to decision-making • INSTITUTION-WIDE – Macro view, strategic planning • RESEARCH-BASED – Data are transformed into information, evidence-driven plans and decisions, actions are supported by internal and/or external research

22. What do we mean by: • SYSTEMATIC REVIEW – review process is presented and described, it is clearly followed, it is sequential, not a collection of ad hoc activities • CONTINUOUS IMPROVEMENT – actual evidence of improvements – institutional, not unit level – with clear linkage to planning and evaluation/assessment findings • ACCOMPLISHING THE MISSION – strategic plans that are successfully implemented and strategic goals are achieved

23. Comprehensive Standard (CS) 3.3.1: • The institution identifies • Expected outcomes • Assesses the extent to which it achieves these outcome • Analysis the results • Provides evidence of improvement based on results

24. Comprehensive Standard Conti… • CS 3.3.1.1 – EDUCATIONAL PROGRAMS (INCLUDE STUDENT LEARNING OUTCOMES) • CS 3.3.1.2 – ADMINISTRATIVE SUPPORT SERVICES • CS 3.3.1.3 – ACADEMIC AND STUDENT SUPPORT SERVICES • CS 3.3.1.4 – RESEARCH WITHIN ITS MISSION, IF APPROPIRATE • CS 3.3.1.5- COMMUNITY /PUBLIC SERVICE WITHIN ITS MISSION, IF APPROPIRATE

25. Assessment Cycle:

27. Institutional Questions: • Is there is a need for some consistency among different program assessment plans? • Example: college-wide competencies • How does the institution know that programs are using assessment plans to improve programs? • How does the institution improve the quality of program assessment plan? • How does an institution provide evidence of compliance with assessment accreditation standards?

28. Questions?