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Most Common
Misconceptions Abt Program Assessment Misconception 1 The results of assessment will be used to evaluate faculty performance. Nothing could be further from the truth. Faculty awareness, participation, and ownership are essential for successful program assessment, but assessment results should never be used to evaluate or judge individual faculty performance. The results of assessment are used to improve programs. Misconception 2 Our program is working well, our students are learning; we don’t need to bother with assessment. The primary purpose of program assessment is to improve the quality of educational programs by improving student learning. Even if you feel that the quality of your program is good, there is always room for improvement. In addition, various accrediting bodies mandate conducting student outcomes assessment. For example, Middle States requires that every program assess its student outcomes and use the results to improve programs. To not conduct assessment is not an option. Misconception 3 We will assign a single faculty member to conduct the assessment. Too many opinions would only delay and hinder the process. While it is a good idea to have one or two faculty members head the assessment process for the department, it is really important and beneficial to have all faculty members involved. Each person brings to the table different perspectives and ideas for improving the academic program. Also it is important that all faculty members understand and agree to the mission (i.e., purpose) and goals of the academic program. Misconception 4 We want nothing to do with program assessment. The administration might use the results to eliminate some of the department’s programs. There are two types of evaluation processes: summative and formative. The purpose of summative program evaluation is to judge the quality and worth of a program. On the other hand, the purpose of formative program evaluation is to provide feedback to help improve and modify a program. Program assessment is intended as a formative evaluation and not a summative evaluation. The results of program assessment will not be used to eliminate programs. Misconception 5 Assessment is a waste of time and does not benefit the students. The primary purpose of assessment is to identify the important objectives and learning outcomes of your program for the purpose of improving student learning. Anything that enhances and improves the learning, knowledge and growth of your students cannot be considered a waste of time. Misconception 6 We will come up with an assessment plan for this year and just reuse it every year thereafter. For program assessment to be successful, it must be an ongoing and continuous process. Just as your program should be improving, so should your assessment plan and measurement methods. Each academic department must look at its programs and its learning outcomes on a continual basis and determine if there are better ways to measure student learning and other program outcomes. Your assessment plan should be continuously reviewed and improved. Misconception 7 Program assessment does sound like a good idea, but it is time-consuming and complex. It is impossible to “get something for nothing.” Effective program assessment will take some of your time and effort, but there are steps that you can follow that can help you to develop an assessment plan that will lead to improving student learning. Also, the office of Operational Excellence and Assessment Support (OEAS) is available to provide you with assistance. If you need any help go to http://oeas.ucf.edu, the Operational Excellence and Assessment Support website for guidelines and assistance in conducting program assessment or contact the office (407-882-0277) to make an appointment for a consultation. |
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