Assessment Capacity Building at a Research University

• Published in: New directions for evaluation Vol. 2016; no. 151; pp. 69 - 83
• Main Author: Stitt-Bergh, Monica
• Format: Journal Article
• Language: English
• Published: Fairhaven Blackwell Publishing Ltd 01.09.2016; Wiley Subscription Services, Inc
• Subjects: Administrators; Attitudes; College faculty; College students; Educational programs; Expectations; Higher education; Institution building; Learning; Motivation; Responses; Skills
• ISSN: 1097-6736; 1534-875X
• DOI: 10.1002/ev.20196

Higher education institutions use program‐level learning outcomes assessment to improve programs, enhance student learning, and meet external requirements. An assessment office at a research university used a variety of evaluation capacity‐building (ECB) activities to increase faculty and administrators’ engagement in assessment and use of findings for program improvement. To investigate six desired ECB outcomes, the author analyzed survey responses and program assessment reports (2008–2014). The findings showed success in four ECB outcomes: positive attitudes toward assessment, motivation to engage, knowledge and skills, and department climate. However, two outcomes fell below expectations: department resources and use of findings. A correlation study revealed several significant, positive relationships between outcomes and faculty engagement with the strongest relationship being between level of faculty assessment experience and knowledge and skills. Because use of findings for program improvement and better student learning are primary assessment purposes, these results are valuable for campus planning of future capacity‐building activities. New ECB efforts that focus on faculty capacity to discuss assessment with colleagues, department resources, and most important, ways to use assessment findings are planned.