Ensuring Quality and Productivity in Higher Education: An Analysis of Assessment Practices: ASHE-ERIC Higher Education Report, Volume 29, Number 1

by Susan M. Gates; Catherine H. Augustine; Roger Benjamin; Tora K. Bikson; Tessa Kaganoff; Dina G. Levy; Joy S. Moini; Ron W. Zimmer

• ISBN13: 9780787958404
• ISBN10: 0787958409
• Format: Paperback
• Copyright: 2002-05-01
• Publisher: Jossey-Bass

Summary

A detailed review of the quality assurance and productivity oversight processes being applied today by agencies given the task of assessing and evaluating education and professional development activities, this book identifies what is working well, and what could be improved. Using the results of a Rand research study conducted, the authors present four successful approaches, key factors to consider and critical lessons learned about the assessment process. Using documentation of organizations engaged in assessment, interviews with experts, conferences, and site visits, the authors also examine the main task of assessment to focus on quality and productivity of specific providers and explore the overall purpose of such studies to provide a higher-level assessment of the system as a whole. They analyze these two main purposes of assessment as they impact stakeholder and system-level needs as well as provide opportunities for program-wide improvements.This book also discusses the emerging trend of corporate learning organizations, and demonstrates how such organizations are now indispensable tools in promoting communications among stakeholders and developing strong links between professional development programs and the system's basic mission.The authors analyze key similitaries and differences among the approaches studied and present four basic models of assessment and evaluation. Each model's strengths and specific applicable characteristics are classified with six crucial factors most important to consider when deciding what model might serve your system best. Three key steps in the process of assessment, regardless of the model selected or the system assessed, are detailed with the several lessons learned in the field concerning their successful application.Finally, for providers in professional development courses meeting the challenge of a lack of preexisting evaluation tools, guidelines for developing measures of learning outcomes are presented with their specific needs in mind.

Table of Contents

Foreword	xiii
Introduction	1	(3)
Objectives and Approach	4	(2)
Framework	6	(3)
Organization of the Report	9	(2)
Phase One: System-Level Assessment	11	(12)
Goals of System-Level Assessment	11	(2)
How Systems Establish a Structure for Such Assessment	13	(2)
How Systems Identify Misalignments	15	(2)
How Systems Allocate Resources	17	(2)
Need for Standardized Data and Course Offerings	19	(1)
Beyond Assessment: Promoting Workforce Improvement	20	(1)
Multiple Benefits	21	(2)
Phase Two: Assessing How Well Providers Meet Customers' Needs	23	(26)
Model One: Intermediary Assesses or Guides Provider's Process of Assessment	24	(4)
Model Two: Intermediary Conducts the Assessment	28	(8)
Model Three: Provider Conducts the Assessment	36	(5)
Model Four: Student Competencies Are Assessed	41	(3)
Strengths and Weaknesses of the Four Approaches	44	(5)
Choosing the Right Model for Phase Two	49	(12)
Purposes of Assessment	49	(4)
Level of Authority	53	(1)
Level of Resources	54	(1)
Centralization of Operations	55	(1)
System Heterogeneity	56	(8)
Provider Complexity Within a System	58	(1)
Summary	58	(3)
Three Steps for Assessing Providers	61	(20)
Step One: Identify Goals	62	(3)
Step Two: Select Measures	65	(6)
Step Three: Evaluate Performance Using Measures	71	(3)
Measurement Validity and Reliability	3	(2)
Bringing It All Together: Integrating All Three Steps	76	(1)
Relevance of the Three Assessment Steps to Assessors	77	(4)
Conclusions and Recommendations	81	(6)
Phase One Recommendations	82	(1)
Phase Two Recommendations	82	(5)
Appendices	87	(72)
A. Corporate Professional Development and Training	87	(20)
B. Process Auditors-Academic Audit	107	(8)
C. State Higher Education Boards	115	(22)
D. Balanced Scorecard	137	(10)
E. Certifiers of Student Competencies	147	(8)
F. On-line Sources	155	(4)
Notes	159	(4)
References	163	(10)
Index	173