Assessment Committee
The Student Affairs Assessment Committee (SAAC) charge is to work with all departments
to ensure appropriate levels of assessment are being conducted and the results of
the assessment are appropriately utilized. The committee will regularly review the
Division's mission statement and strategic goals to ensure they support the University's
mission, goals, and strategic plan as well as work with all departments to develop
appropriate mission statements and goals, monitor TracDat, and identify ways to ensure
the Division is meeting its SACS responsibilities. The committee will serve as a
resource and support for all departments in Student Affairs and provide training and
development opportunities.
Chair:
Dr. Krista Harrell
Members:
- Rachael Bolden – Student Center
- Terri Kadel - Counseling & Testing Services
- Tom Curtis- Veteran Affairs
- Scott Clausen – Campus Recreation
- Dr. Chris Vinet - Housing
- Ceceila Martin - Institutional Effectiveness
Assessment 101
What is Assessment?
- Assessment tells us what happened: utilization, satisfaction, efficiency, quality
- Assessment documents an observation
- Assessment also tells us the “so what?” – why is all of this important
What is Assessment NOT?
- Program assessment does NOT evaluate the students
- Program assessment does NOT evaluate the program coordinator or department head
- It is NOT research. Research proves; Assessment improves.
- Since assessment is NOT research, you don’t need to know the start and end point –
you just need to know the program achieves its goals of increasing the probability
that students reach the desired outcomes
- Assessment does NOT require a particular sample size; you don’t even have to assess
every learning objective – if results can be generalized, then it is research
- Assessment is NOT static – what works well with this year’s students may not work
well next year
Why is Assessment important?
- Externally demanded, inspired by a weakening of the implied social contract regarding
higher education
Institutionally demands
- Internally driven to do our best work
- Explains what we do, what we accomplished and what difference that makes in ways that
other people who are not us can understand and remember
What are the different types of Assessment?
- Utilization: How many people were served?
- Satisfaction: Also known as “formative assessment” – how well did your participants
like the program?
- Efficiency: Could the end have been achieved with fewer resources (effort, money,
etc)?
- Quality: Also known as “summative assessment” - Did your program do what you intended
it to do? This can be measured in various ways:
- Qualitative
- Interviews
- Focus groups
- Portfolios
- Observations
- Quantitative
- Surveys/Standardized instruments
- Clickers
- Quizzes/performance assessments
- Data such as retention/graduation
- Longitudinal assessments (assess not just at the end of the program, but follow-up
to ensure results endured)
What is confidentiality & why is it important?
- Confidentiality is the guarantee of anonymity of the respondent and their identifying
responses
- Confidential responses allow respondents to be more honest; there is less pressure
to respond in a socially desirable manner
- Assessment should clearly state whether responses will be kept confidential or not
- Sensitive data that includes names needs to be kept in a secure place
- Data should be reported in aggregate or in a way that does not identify individuals
unless you have their permission
I have got my data- I'm done right?
- Data is only valuable if it is utilized.
- How will you change your program based on your assessment?
- How will you use your assessment from last year in your planning for next year?
