“对于教育工作者, 政策制定者, 认证机构, 以及普通大众, the critical issues for the foreseeable future are certain to include the question of whether and to what extent colleges and universities are producing more competent students."
- SACSCOC Resource Manual
评估的起源
In 1985, the Southern Association of 大学 and 学校 Commission on 大学 SACSCOC issued its Criteria for 认证 that included educational outcomes assessment, or institutional effectiveness, in order "to emphasize the results of education and to focus on the extent to which the institution uses assessment information to reevaluate goals, to make essential improvements, and to plan for the future."
In 1986, the Virginia legislature directed all public institutions in the Commonwealth "to establish assessment programs to measure student achievement."
1987年4月, the State Council for Higher Education in Virginia (SCHEV) mandated guidelines for a statewide campus-based assessment program, the first of its kind in the United States. 也是那一年, the American Association for Higher Education (AAHE) initiated the 评估 Forum, a national network to connect and support higher education assessment efforts.
Federal regulations were revised to require that to obtain federal recognition, accreditation agencies must include evidence of institutional outcomes in their procedures and criteria for the accreditation of institutions within their jurisdiction. The number of colleges and universities carrying out assessment activities since the early 1980s has grown from a handful to virtually all institutions of higher education today.
Continuing to Build Upon Strengths
Build an assessment process for students that includes students
Continue developing assessment plans and reports that serve academic programs and administrative units to encourage evidence-based decision making
Utalizing Weave as a system for storing assessment plans and reports, and collecting data.
Remain focused on refining the processes and using them to produce data for improving student learning, 加强项目, and guiding University decision-making.
Build an assessment process for students that includes students
Continue developing assessment plans and reports that serve academic programs and administrative units to encourage evidence-based decision making
Utalizing Weave as a system for storing assessment plans and reports, and collecting data.
Remain focused on refining the processes and using them to produce data for improving student learning, 加强项目, and guiding University decision-making.
评估 at bet8体育娱乐入口
评估 at bet8体育娱乐入口 began in the 1986-87 academic year as the 评估 of Academic Achievement (AAA) Task Force within the Office of 学生服务. Its mission was to develop a comprehensive plan to assess academic achievement at the undergraduate level.
An important breakthrough for the 评估 Program occurred in 1992 with the recognition that the data and analysis that had accumulated over several years were now being viewed as an important source of information on the effectiveness of the institution. Evaluating various aspects of the undergraduate experience and making the results available to decision-makers for actions related to the goal of curriculum improvement became the objective of the 评估 Program.
今天
Over the last five years, ODU's assessment program has been guided by Dave Hager, John P. 布罗德里克, 菲尔Langlais, 斯科特•哈里森, 希瑟随着, 马蒂·夏普, 和沃思·皮克林, to build the infrastructure for assessment. These guiding principles have since been carried out by official Institutional Effectiveness & 评估 staff members, as well as a handful of 非官方的 faculty and staff who've become advocates and supporters of IE&A, who've provided us with the capacity to assist the campus community effectively and efficiently.
关于认证
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