MAJOR ISSUES: RESOURCES,
COMMUNICATION, CREDIBILITY, COMMON UNDERSTANDING, lEADERSHIP, FACULTY INVOLVEMENT,
BACKGROUND OF STUDENTS, AND TIMING OF PROCESS.
OBSTACLES/FEAR:
| Community Colleges | Private Colleges | Other Colleges |
| Lack of Time | Fear (Repercussions): Budget/Funding | Lack of Understanding of Goals/Objectives |
| Inconsistent Data | Lack of Common Understanding of Assessment | Need Ownership and Strong Commitment |
| Faculty Resistance | Burden (Extra Work, Time, Cost) | Hist. Impact (Credibility) |
| New to Outcome-Oriented Assessment | Communication Problems (Hard to "Close the Loop") | Purposes of Assessment Not Always Clear |
| Difficult to Implement in Classroom (Already Have Tight Schedules) | Don't Know How to Do It | Lack Leadership |
| Open Access (Student Background Varies Significantly) -- Barriers | Difficult to Balance Short-Term Needs Against Long-Term Process (Assessment) | |
| Gathering and Integrating Outcomes Assessment Program are Difficult | Lack Priorities | |
| Lack of Common Definitions | Fear of Effects | |
| Lack of Support | Lack Resources | |
| Fear of "Political" Tampering | ||
| Concern about Mis-Use or Mis-Interpret Results |
SUGGESTED SOLUTIONS:
| Community Colleges | Private Colleges | Other Colleges |
| Try Performance-Based Approach | Provide Training (Through Intranet, Workshop, etc.) | Define Goals, Objectives and Performance Criteria Clearly As Possible |
| Try Competency-Based Approach | Allow Release Time | Effective Leadership |
| Define Terms and Data Elements (Documentation) | Provide Salary Increment As Incentive | Require High-Level Support (VP, Dean, Dept Heads, etc.) |
| Inform Faculty | Each Unit Set Its Own Specific Plan | Make it Known |
| Make Training (Assessment Topics) Available to Faculty | Make Assessment Process Flexible | Need Consensus Among Constituencies |
| Demonstrate/Illustrate Total Commitment (Not Just "One-Time" Deal) | Integrate Into Current Processes | Involved Faculty Whenever Possible |
| Make Tools Available For Conducting Assessment | Establish Ownership by Faculty (Buy-In) | Improve Validity of Measurement Through Choosing Appropriate Methodology and Samples |
| Disclose "External" Pressure (Scrutiny) With Internal Constituencies (Faculty, Administrators, etc.) | Provide "User-Friendly" Training (Avoid Jargons) | |
| Communicate Processes/Results in a Timely Manner | ||
| Improve Presentation of Results | ||
| Utilize Internal and/or External Grants to Encourage Assessment Activities Take Place | ||
| Use Results (Inform Decision-Makers) | ||
| Systematically Audit Data (Quantitative and Qualitative): Establish Credibility | ||
| Set High Priorities for Assessment Activities | ||
| Utilize Information Technology to Enhance Communication (Share Results and Information) |
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