Institutional Research: Assessment and Program Review

Assessment Information

The Office of Institutional Research maintains a library of assessment and program review texts and other resources. Additional resources designed to meet specific program-based needs are available by arrangement. Contact the Vice Provost for Academic Strategies and Institutional Effectiveness - Ms. Selena M. Grace at (208) 373-1874.

Broadly speaking, Ms. Selena M. Grace serves as an institutional advocate for assessment in general, and as a resource on procedures and requirements aimed at developing a culture at ISU of sound assessment, effectively integrated with teaching and learning within and across programs. She also works with college level coordinators and the Director of the Center for Teaching and Learning to integrate unit, program, and course assessment with unit and faculty development efforts and to develop and offer a range of assessment training and development opportunities for assessment coordinators, faculty, and administrators.

The online resources listed in the links below represent a wide range of sound assessment tools, practices, and examples from across the academy. The list will be revised periodically, and the Office of Institutional Research welcomes suggestions for additions and requests for links to specific types of resources.

 

 

 

 

American Association for Higher Education's Principles of Good Practice for Assessing Student Learning

  • The assessment of student learning begins with educational values.
  • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
  • Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
  • Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
  • Assessment works best when it is ongoing, not episodic.
  • Assessment fosters wider improvement when representatives from across the educational community are involved.
  • Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.
  • Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
  • Through assessment, educators meet responsibilities to students and to the public.

Assessment Handbooks

Both program-based and course-based assessment handbooks are available in hard copy from the Office of Institutional Research and as pdf files at the links below:

ISU Assessment Handbook

ISU Course Assessment Handbook

For more information contact:

Ms. Selena M. Grace
Vice Provost for Academic Strategies and Institutional Effectiveness
Office of Academic Affairs
Stop 8063
Idaho State University
Pocatello, ID 83209-8063
gracsele@isu.edu
(208) 373-1874

Assessment and Program Review in the Office of Institutional Research

American Association for Higher Education's Principles of Good Practice for Assessing Student Learning

  • The assessment of student learning begins with educational values.
  • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
  • Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
  • Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
  • Assessment works best when it is ongoing, not episodic.
  • Assessment fosters wider improvement when representatives from across the educational community are involved.
  • Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.
  • Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
  • Through assessment, educators meet responsibilities to students and to the public.

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