In 500 words reply to the topic cite at least 8 different sources—1 of which must be a biblical source.
Topic: Assessment and Accreditation
You have just been appointed to head up assessment at a Christian higher education institution. It is a mid-sized university with undergraduate and graduate residential and online programs. You are scheduled to meet with the administrators, faculty, and staff of the school to kick off assessment efforts needed to prepare for an upcoming reaffirmation of the institution’s accreditation. In preparing for this meeting, develop a presentation that includes the following points:
Provide the audience with an analysis of the definitions and purposes for both assessment and accreditation and how they have emerged throughout pertinent historical eras.
Provide an appraisal of the benefits and challenges of the two major approaches to assessment (Levels and Organizational Performance) described in the Module 1 narrated presentation PowerPoint.
Defend your opinion regarding the extent to which assessment and accreditation and their guiding principles are compatible with a Christian worldview.
Share how you would respond to an audience member who opposes doing both assessment and accreditation work in their role (assign them one, e.g. faculty, staff) at the university.
150 words Reply to H Response
Provide the audience with an analysis of the definitions and purposes for both assessment and accreditation and how they have emerged throughout pertinent history:
According to Banta and Palomba (2015), assessment is a process which has three elements; 1. Resources utilized, 2. How the product was implemented, and 3. The outcomes of what was implemented. The purpose of assessment include improvement on the institutions effectiveness in instruction, programs, and services offered (Banta & Palomba, 2015).
Assessment has grown and evolved throughout history from only measuring what one person can do or knows to covering entire cohorts to elicit what strengths the cohort has as well as the weaknesses. This information is then used to revisit the curriculum and make the necessary improvements.
Historical time line for assessment (Banta & Palomba, 2015):
1970’s:
- Alverno College looked to their alumnae for suggestions to improve the curriculum
- Northeast Missouri State University started tracking gain scores of freshmen and senior students to see if they were showing improvements.
- University of Tennessee, Knoxville (UTK) needed to prove their students’ performance and show that improvements were in line with the institutions mission in return for federal funding.
1980’s:
- Three more universities had joined this type of assessment model.
- Secretary of Education required any higher education institution receiving federal funding be required to show accreditation evidence.
1990’s:
- Amendments were made to the federal Higher Education Act (HEA) outlining the assessment requirements as well as renewal information.
- Engineering accreditors initiated their own standards.
2000’s:
- NILOA’s first survey of chief academic officers.
- National Center for Higher Education Management System started assessing the administration aspect of institutions.
- First trial standards were released for law.
According to the University PowerPoint in Unit 1, accreditation is the process of verifying the quality of the university being assessed. It is the process of making sure the higher educational institution is at least minimally meeting as well as maintaining its requirements of common practice. The purpose of accreditation is to give an institution a stronger public face and make more people seek to go to a particular institution.
Accreditation grew and evolved throughout history along three paths termed the “Triad”. The three paths include peer-evaluation between institutions, regulation development and the oversight of the legislation (ACICS, 2010).
Historical time line for accreditation (ACICS, 2010):
1880’s
- The first accrediting bodies formed.
1910’s
- ACICS was formed becoming the first national accrediting body.
- More standardization and less duplication.
1930’s
- Becomes more well established.
1940’s
- Accommodations were made to meet the demands of expanding need.
1950’s
- The Veteran’s Readjustment Assistance Act was passed requiring a published list of accredited institutions.
1960’s
- The Higher Education Act was enacted regulating accreditation in the United States.
1970’s
- Council on Postsecondary Accreditation (COPA) was formed to improve the quality assurance through accrediting bodies.
2008
- Higher Education Opportunity Act allowing the Department of Education to control the disbursement of Title IV funds.
Provide an appraisal of the benefits and challenges of the two major approaches to assessment (Levels and Organizational Performance) described in the Module 1 narrated presentation PowerPoint):
The levels approach in applying assessment processes to all of the following levels within the educational institution: “Students, courses, academic and non-academic programs, academic and non-academic departments and units, colleges or schools, nonacademic administrative and student support divisions, and institution wide such as strategic planning” (University PowerPoint, n.d.).
Benefits of the levels process is that it covers many areas of the institution allowing for more consistency throughout. The challenges are related to the same. There are many different facets to have running all on the same page considering the rules may change fluidly.
The organizational performance approach to assessment in higher education is defined as measurement through the institution of organizational performance that assessment users evaluate in relation to reference points to support their needs, expectations and requirements (University PowerPoint, n.d.).
Miller, (2007) states that a high quality assessment program is capable of assessing many areas of organiztaional performance to meet all of the varied needs of the assessment users. She identified seven key areas that need to be assessed (University Unit 1 Power Point, n.d.):
- Effectiveness or the extent to which the unit reaches the goals set for them.
- Productivity or the ratio of outputs in relation to the inputs consumed.
- Quality is defined as a “complex area with many dimensions”.
- Satisfaction is related to the satisfaction of the stakeholders at all levels.
- Efficiency or the resource utilization or cost versus the benefits.
- Innovation or the creativity used in producing the improvements.
- Financial durability is related to how financially stable the institution is and can maintain.
Miller (2007) notes that wise assessors will measure different areas at different times. Benefits include conveying a system that meets the needs of all stakeholders from all angles of assessment. Challenges include the complexity of the task.
Defend your opinion regarding the extent to which assessment and accreditation and their guiding principles are compatible with a Christian worldview:
The ten commandments were provided to us from God as “goals with expected outcomes” tha tguide us to how we should live our lives with strong morals (University PowerPoint, n.d. / Exodus 21:17). Jesus gave an additional two commandments to live by. These included loving our God with all we have as well as to love our neighbors as we love ourselves and all we cherish (University PowerPoint, n.d. / Matthew 22: 36-40.
Share how you would respond to an audience member who opposes doing both assessment and accreditation work in their role (assign them one, e.g. faculty, staff) at the university:
First and foremost, the university I work for feels strongly about assessment and accreditation. Because of this, the topic of assessment and accreditation is a part of faculty and pertinent staffs interview process and knowledge skill set. Without a strong belief in assessment and accreditation, the person would not be hired.
Although I have never had any issues with this myself in my department, I would imagine the bigger departments have at some point. If I were to run into the issue presented, I would gladly sit with this person and walk them through the importance of the process and what it means to the institution, the stakeholders, as well as to their position at the university.
References:
ACICS, (2010). Accrediting Council for Independent Colleges and Schools. Retrieved from http://www.acics.org/accreditation/content.aspx?id=2258
Banta, T. W., & Palomba, C. A., (2015). Assessment essentials: Planning, implementing, and improving assessment in higher education (2nd ed.) San Francisco, CA: Jossey-Bass, Inc., ISBN: 9781118903322
Exodus 21:17
Matthew 22: 36-40
