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Program Evaluation and Assessment: Integrating Methods, Process, and Culture
Unformatted Document Text:  Over the years of working with multiple campuses, I have found a number of campus conditions to be characteristic of effective assessment systems: 1. Presidents, chief academic officers, and other campus leaders know the data and use it to raise questions and set agendas. 2. Assessment is integrated into strategic and long-range planning. 3. Leaders from the president down to program chairs emphasize the student learning goals that are being assessed; assessment is not the goal in and of itself. 4. Leaders do not use data punitively against members of the university community. 5. Decisions are made based on multiple measures. 6. Faculty are entrusted with the design and implementation of assessment. 7. Success stories are highlighted at campus forums and in campus communications. 8. Leaders introduce assessment into hiring interviews and faculty orientation; this helps communicate its importance to new hires while at the same time offering a more precise picture of the campus. 9. Students are introduced to the role assessment plays in improving the campus and to the opportunity it gives them to receive feedback beyond grades on their performance. 10. Students are members of assessment committees. Where assessment works well, it symbolizes the shared vision of the university. Faculty interests are enhanced when assessment elevates the visibility of student learning as a campus priority (Magruder, McManis, and Young 1997; Young and Knight 1993). Assessment evidence becomes an integral part of the dialogue about campus issues thereby creating and maintaining a culture of evidence. Faculty are assured in word and deed that data will not be used punitively. 25

Authors: Young, Candace.
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Over the years of working with multiple campuses, I have found a number of campus
conditions to be characteristic of effective assessment systems:
1. Presidents, chief academic officers, and other campus leaders know the data and use it to
raise questions and set agendas.
2. Assessment is integrated into strategic and long-range planning.
3. Leaders from the president down to program chairs emphasize the student learning goals
that are being assessed; assessment is not the goal in and of itself.
4. Leaders do not use data punitively against members of the university community.
5. Decisions are made based on multiple measures.
6. Faculty are entrusted with the design and implementation of assessment.
7. Success stories are highlighted at campus forums and in campus communications.
8. Leaders introduce assessment into hiring interviews and faculty orientation; this helps
communicate its importance to new hires while at the same time offering a more precise
picture of the campus.
9. Students are introduced to the role assessment plays in improving the campus and to the
opportunity it gives them to receive feedback beyond grades on their performance.
10. Students are members of assessment committees.
Where assessment works well, it symbolizes the shared vision of the university. Faculty interests
are enhanced when assessment elevates the visibility of student learning as a campus priority
(Magruder, McManis, and Young 1997; Young and Knight 1993). Assessment evidence
becomes an integral part of the dialogue about campus issues thereby creating and maintaining a
culture of evidence. Faculty are assured in word and deed that data will not be used punitively.
25


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