Assessment, Evaluation and Research

Reflection

In this competency area, my self-rating is intermediate to advanced. Before my exposure to this professional competency, I knew nothing about assessment and evaluation in higher education. I knew institutions went through accreditation processes to maintain minimum academic standards and only imagined rankings as the yardstick for academic improvement. Through this class, I have come to learn the roles and the importance of assessment and evaluation to any institution, to the broader higher education system and to stakeholders; students, higher education associations and government. I have seen the power assessment possesses in strengthening programs and institutions and in nation-building by ensuring institutions graduate qualitative citizens equipped to contribute to society. This learning journey has answered questions I have battled with regarding the education system in Nigeria. I realize now that a lack of assessment culture is the reason our (Nigerian) institutions are failing. 

​

          Component areas I have grasped are: Terms and Concepts, AER Design and Methodology, Data Collection and Data Analysis. I understand the process of assessment (activities and cycle), I can design student learning outcomes that are measurable and aligned with program, department, division and institutional goals (The SWiBAT model works best for me) and evaluate programs and services to align them with intended outcomes. I understand the different assessment methods; quantitative, qualitative and mixed methods, when and how to implement them (quantitative instruments; population sampling, surveys, pre-existing data, qualitative instruments: interviews, focus groups, observation, document reviews, case studies. Henning, Roberts and Ludvik [2016] and tools for analysis (t-Test, ANOVA, correlation and coding). I have also learned how to interpret findings and communicate those findings although on a small scale. 

          One thing that has particularly stood out to me is the effort that goes into identifying evidence of student learning and the plethora of ways student learning is measured. It is clear that the emphasis is on individual student growth and development as opposed to faculty or institutional reputation which is, in fact, inextricably linked to student learning. Once again, I am seeing a contrast with the focus of Nigerian universities which is a far cry from student-focused curriculum or program development. I had a conversation with a former professor last year on this topic. He asked me what I learned from my undergraduate degree that I am currently applying in work and life. After thinking about it, I realized that I could only point to things I learned from interacting with other students. This could have resulted from the fact that I graduated 12 years ago (at the time) and could not recall a lot or the fact that there were no student affairs professionals or programs to consolidate academic learning, but it opened my eyes to reality. What really is the value of my college education? Another highlight for me is the rigor assessors and researchers withstand to ensure that the assessment work yields optimum results by going through the process of ‘assessing the assessment’ to guarantee research quality; trustworthiness through transferability, credibility, member checking, peer debriefing, triangulation and dependability (Mwangi & Bettencourt, 2017). Also of importance is the value placed on ethically seeking the cooperation and participation of the population being assessed and the guidelines and standards outlined for doing so. Kitchener (1985) delineated the following: Respecting autonomy, doing no harm, benefiting others, being just and being faithful. This emphasizes humanity in the reason and purpose of assessment instead of seeing participants as numbers in a project. 

The readings in this class taught me that the many benefits of assessment will not be experienced if the assessment is not nurtured into becoming a sustainable, on-going culture by integrating it into teaching and learning, curriculum and program development, and also if it is not approached as a campus-wide partnership between faculty, student affairs staff, students, institutional research staff and administration. Additionally, assessment focuses on seeking out what course delivery, service or program is effective and what needs to be changed if ineffectiveness is discovered. As such, assessment without the use of results is an exercise in futility. According to Henning, Roberts and Ludvik (2016), Assessment did not happen if results are not used. Results must therefore be communicated to stakeholders who will implement appropriate actions based on findings and factual recommendations.

​

Since the only way to measure the effectiveness of a program is by conducting assessment, I have integrated formative assessment in my work with students. In the one year they spend in my college preparatory program I engage them through training and activities that facilitate their learning. In the course of this semester, I have developed surveys to be administered at the beginning, middle and end of the program to evaluate impact. I also instituted bi-weekly group meetings to discuss students' progress and assess how well they understand and are utilizing the resources and periodic training they receive for their success in the college application process and their personal growth. I will “close the loop” by the time they leave for college each year.

Professional Development