1st Edition
Demonstrating Student Success A Practical Guide to Outcomes-Based Assessment of Learning and Development in Student Affairs
This practical guide to outcomes-based assessment in student affairs is designed to help readers meet the growing demand for accountability and for demonstrating student learning. The authors offer a framework for implementing the assessment of student learning and development and pragmatic advice on the strategies most appropriate for the readers’ particular circumstances. Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success. One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources. The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
Acknowledgements Preface Part 1. The Evolution and Significance of Outcomes-Based Assessment 1. History and Development of Outcomes-Based Assessment 2. Definition and Rationale for Outcomes-Based Assessment Part 2. Effective Outcomes Based Assessment 3. Components of an Effective Outcomes-Based Assessment Plan and Report 4. Assessment Methods 5. Utilization and Dissemination of Results 6. Implementation 7. Criteria for Evaluating Effective Outcomes-Based Assessment Practice Part 3. Barriers, Resources, and Future Considerations 8. Barriers to Effective Assessment 9. Collaboration 10. Funding and Other Resources 11. Resources and Recommendations for Future Practice Appendix A. Suggested Resources References Index
Biography
Megan Moore Gardner is Associate Professor, Higher Education Administration, University of Akron.
Marilee J. Bresciani Ludvik is Professor for Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy, San Diego State University. She was formerly Assistant Vice President for Institutional Assessment at Texas A&M University. She has conducted outcomes assessment for programs and courses and is frequently invited to present assessment workshops nationally and internationally.
“This volume is a wonderful addition to existing resources on assessment in student affairs. Its value is in its focus on a crucial form of assessment: demonstrating how student experiences contribute to the richness of undergraduate life. What's more, institutional illustrations and examples add robustness to this book through detailed treatment of central topics in outcomes assessment.”
John H. Schuh, Distinguished Professor
Iowa State University
“I wish this guide had been available six years ago when we began our learning outcomes assessment journey. The critical elements of outcomes-based assessment are clearly articulated with application at both the program and system levels. The book is practical, concise, and convincing. The criticalness of outcomes-based assessment as an essential element of the student learning experience is clearly communicated. I can’t wait to get the guide into the hands of our student affairs managers. Demonstrating Student Success takes the intimidation factor out of the critically important task of outcomes-based assessment. The concepts and best practices are presented with the student affairs practitioner in mind with ready to use approaches and plans.”
Paul Dale, Interim President
Paradise Valley Community College, Phoenix, Arizona
