ASSESSMENT GUIDELINES FOR ASSESSING ACADEMIC SUPPORT AND ADMINISTRATIVE UNITS

Underlying Assumptions for Assessment in Academic Support and Administrative Units

  • The primary aim of assessment is the continuous improvement of campus operations, especially as they support and promote the University’s teaching and learning environment.
  • Assessment is to be embedded as part of the normal order of business.
  • Assessment will be a cyclic process and an ongoing unit or programmatic activity.

Steps for the Assessment Process

  • Establish a linkage to the University’s Mission and Goals
  • Prepare the Unit Mission Statement
  • Formulate Measurable Objectives
  • Identify Activities and Strategies to Achieve the Objectives
  • Identify the Unit Means of Assessment and the Criteria for Success
  • Conduct Assessment Activities
  • Document Use of Results for Service Improvements

Steps in Developing a Unit Assessment Plan

  1. Objectives – “What You Say You Do”

Purpose

The purpose of this step is to have unit members come to consensus regarding their major goals and objectives with respect to each of the constituencies they serve. Unit members discuss specific programmatic goals as well as the unit’s role in contributing to the various components of the Pace University Mission Statement and the University’s Strategic Agenda. Simultaneously, this step provides a good opportunity for the unit to develop its own mission statement or to revise its existing mission statement.

Much of what occurs during this phase involves a search for congruence, in that there is much consideration of how unit goals “fit” with the objectives of other units as well as within the University Mission.

Possible Action Steps:

  1. Examine and review stated unit objectives for all constituencies served.
  2. Elicit and discuss staff members’ perceptions of unit objectives (both real and ideal)
  3. Analyze and compare unit objectives with:
  4. The University Mission Statement, Core Values and Commitments
  5. The University’s Strategic Agenda
  6. Goals of units at comparable institutions and in the field at large (e.g., as determined by communication with other institutions, examination of higher education literature, communication with national organizations for the unit)
  7. Criteria and standards of certification agencies and/or national associations that exist for the unit.

II. Activities and Strategies – “How You Do It”

Purpose

During this phase the unit reviews all activities that are aimed at accomplishing its goals. Staff members agree on the rationale for activities and relate each activity explicitly to overall unit goals and objectives, to the University Mission Statement and the Strategic Agenda.

Possible Action Steps
  1. Determine the extent to which unit goals and the University Mission Statement are reflected in unit activities directed toward all constituent groups.
  2. Determine the extent to which the University’s Strategic Agenda goals are reflected in unit activities.
  3. Review and analyze coherence and inter-relatedness of unit activities.
  4. Examine relationship of unit to other University units and programs.
  5. Identify resources (both fiscal and other) that support activities (e.g., number of full-time and part-time staff, available equipment and other materials, professional development support) as well as needs in these areas.

II. Assessment – “How You Know You Are Meeting Your Goals”

Purpose

The main purpose of this step is to collect information that will provide direct feedback regarding the effectiveness of a unit’s activities in terms of its stated goals. At this point staff members must identify methods for assessing effectiveness. Specific outcome measures should be included for each goal, although these measures need not all be quantitative in nature. Measures of actual performance as well as attitudinal measures should be utilized. In particular, units should evaluate satisfaction levels of all groups who use its services, including external clients as well as other internal units or programs. Units establish a time line and assign staff to coordinate the implementation of their assessment plan.

Possible Action Steps and Measures
  1. Evaluate the congruence between goals (unit goals, goals related to University Mission Statement, Strategic Agenda goals) and actual unit performance.
  2. Develop and administer satisfaction surveys to all internal and external constituent groups.
  3. Examine unit effectiveness through comparisons with information provided by similar programs at other institutions or other relevant sources (e.g., certification agencies, national organizations).
  4. Analyze relationship between available resources and unit/program success.

IV.Analyzing the Past and Planning for the Future – “What You Do Next”

Purpose

The information obtained from the outcomes assessment should feed directly back into the unit’s goals and, subsequently, its activities. This process results in the continuation of activities that are clearly leading to the realization of unit or program goals and the discontinuation or revision of activities that are not. It is also possible that the assessment process may lead to the revision or elimination of old goals and/or the development of new goals.

Possible Action Steps
  1. Reach overall conclusions regarding unit effectiveness, with special consideration given to the different constituent groups served.
  2. Identify major strengths and weaknesses of unit operations revealed through assessment.
  3. Develop revised statement of unit goals if necessary (including those that relate to the University Mission Statement and the Strategic Agenda).
  4. Make major recommendations for changes in unit activities.
  5. Identify new outcome measures if appropriate that will be used to monitor program activities and effectiveness on an ongoing basis.
  6. Implement those changes for improvement which can be applied immediately. Plan for longer range changes for improvement.

Adapted from the work of Dr. Patricia Francis, CortlandStateUniversity

B. Pennipede, 8/2/02

Adapted from SUNY/Cortland Assessment Guidelines for AES Units

Office of Planning, Assessment and Research