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Assessment
and Accreditation
New England Association of Schools and Colleges (NEASC)
Expectations for
the Assessment of Student Learning
Through the 1992 revision of the Standards for Accreditation and
the implementation of the Policy Statement on Institutional Effectiveness,
NEASC defined 'institutional effectiveness' as:
"the capacity of an institution to assess, verify, and
enhance the fulfillment of its mission and purposes, giving primary
focus to the attainment of its educational objectives."
The Policy Statement on Institutional Effectiveness defined the
assessment of student learning as the essential and core element
by saying:
"While assessment is an overall institutional concern,
as reflected in the various standards for accreditation, its
primary focus is the teaching-learning experience. To the greatest
extent possible, therefore, the institution should describe explicit
achievements expected of its students and adopt reliable procedures
for assessing those achievements."
Assessment Highlights of the Policy Statement on Institutional
Effectiveness
Among the principles it enunciates are the following:
- There is no one best way to assess institutional effectiveness
- NEASC prescribes no formula that an institution must use in
measuring or demonstrating its effectiveness
- Successful assessment efforts are compatible with the institution's
mission and its available resources.
- Assessment is not a one-time activity; rather, it is evolutionary,
ongoing, and incremental. An institution initially engaging
in assessment will likely do so on a limited basis. However,
over time, its assessment efforts will be more comprehensive,
systematic, integrative, and organic.
- While assessment is an overall institutional concern, as reflected
in the various standards for accreditation, its primary focus
is on the teaching/learning experience.
- Ultimately, assessment and accreditation share the common goal
of enabling the institution to reach its fullest academic potential
by providing the highest quality education possible.
Why do assessment?
Sample questions which motivate assessment efforts:
- Student learning
- How well do course objectives track with curricular objectives?
- How consistent is student learning across multiple sections
of the same course?
- To what extent are key curricular goals introduced and
reinforced from course to course?
- Do student course-taking patterns reflect the most appropriate
sequences?
- Are students suitably prepared for graduate school and/or
chosen careers?
- Curricular efficiency
- How well do our service courses contribute to the institution’s
general education goals?
- To what extent are curricular objectives based on documented
evidence of what students need to know and do?
- How many discretionary courses are offered, and is this
number excessive?
- How do you reinforce Gen Ed in the major?
- Student success
- What factors cause students to switch to another major?
- What is most responsible for success or failure of at-risk
students?
- What is our track record in attracting and retaining students?
- How confident are students in their ability to compete
in the marketplace?
- How well do graduates accomplish their career goals?
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