Assessmentof

Academic Advising

Charlie Nutt, Ed.D.Executive Director

NACADA: The Global Community for Academic

Advising

NACADA Executive OfficeKansas State University

2323 Anderson Ave, Suite 225Manhattan, KS  66502-2912

Phone: (785) 532-5717   Fax: (785) 532-7732

e-mail: nacada@ksu.edu

© 2007 National Academic Advising Association

The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association.

Assessment

“Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way”

(Ewell, 2000)

Assessment

“Assessment is the systematic collection, review, and use of information about educational programs* undertaken for the purpose of improving student learning* and development*”

(Marchese, 1993)

* Advising is part of the educational process, not simply a “service”

Assessment

“Assessment is the means used to measure the outcomes of education and the achievement of students with regard to important competencies”

(Pellegrino, Chudowsky, and Glaser, 2001)

Assessment

“Assessment reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time”

(Banta, 1996)

For Academic Advising…

“Assessment is the process through which we gather evidence about the claims we are making with regard to student learning and the process/delivery of academic advising in order to inform and support improvement”

(Campbell, 2008)

Assessment

What Is Assessment –The Intentions

• Assessment is intended to be a positive process, yet its connotations are often negative

• The focus has often been on activities that demonstrate accountability to the exclusion of those that are aimed at improvement

What Assessment is NOT

• Assessment is NOT episodic

• Assessment is NOT just about measurement

• Assessment is NOT about evaluating the performance of an individual staff / faculty / student

• Assessment is NOT solely an administrative process

• Assessment is NOT easy or quick

Assessment is

• An on-going cycle of activity• A gathering of a variety of information and

data• Using this feedback for improvement of

individual or program performance• A team effort with faculty, staff, and

administrators actively engaged• A complex process of comparison

Goals of Assessment

• Improving academic advising• process• delivery• programs

• Enhancing student• success• persistence• retention

Assessment or Evaluation?What Distinguishes Assessment from Evaluation?

• evaluationevaluation usually measures usually measures advisor effectivenessadvisor effectiveness

• assessmentassessment usually measures usually measures programmatic outcomesprogrammatic outcomes

• evaluation of individual performance and evaluation of evaluation of individual performance and evaluation of effectiveness of processes may be used as part of an effectiveness of processes may be used as part of an overall assessment designed to measure program overall assessment designed to measure program outcomesoutcomes

Assessment or Evaluation?What Distinguishes Assessment from Evaluation?

• assessment should be continuous and imbedded in the assessment should be continuous and imbedded in the culture while evaluation is episodicculture while evaluation is episodic

• assessment focuses on programmatic issues while assessment focuses on programmatic issues while evaluation focuses on individual performances of advisorsevaluation focuses on individual performances of advisors

The Assessment Cycle (Maki, 2002, 2004)

Gather

Evidence

Interpret

Evidence

Identify

Outcomes

Implement Change

Mission/PurposesEducationalObjectives

The Assessment Flowchart (adapted from Darling, 2005)

Student Learning OutcomesCognitive, Psychomotor, AffectiveProcess/Delivery Outcomes

Mapping the ExperienceWhat experiences?When or by when?

Gathering EvidenceWhen gathered?Where gathered?

How often gathered?From whom gathered?

How gathered?Minimum performance criteria for success?

ValuesVision

MissionGoals

Programmatic Outcomes

Sharing and Acting Upon the ResultsInterpret how results inform practice

How and with whom to share interpretationFollow up on implemented changes

Start the process all over again!

Identifying Key Stakeholders:Who Should Be Involved?

• Colleagues, faculty, administrators, institutional researchers, staff, students, and institutional community

• Decide how the assessment team will interact, overlap, and/or support other institutional efforts

• Encourage stakeholders on and off campus

• Continuous communication and feedback is a must!

• Values – What is considered important in regard to academic advising on the campus

• Vision – The aspirations of what academic advising can be on the campus

• Mission – The statement which reflects the purpose of academic advising on the campus that serves as the institution’s roadmap to reach its vision and affirm its values for academic advising

Key Terms

Key Terms• Goal Statements

– how the mission will be achieved– how values, visions, and missions will be

enacted

• Programmatic Outcomes– what you expect to occur– what you expect students to know, do, and

appreciate

Key Terms• Process/Delivery Outcomes – Articulate the expectations for

how academic advising is delivered and what information should be delivered through the academic advising experience

• Student Learning Outcomes (SLOs) – Articulate what students are expected to know (cognitive learning), do (behavioral learning), and appreciate (affective learning) as a result of involvement in the academic advising experience

• Mapping – The process of determining when, where and how the outcomes for advising will be accomplished over the students’ academic careers

Cognitive SLOs

What do we want students to KNOW as a result of participating in academic advising?

Know general education requirements

Know about academic support services

Know how to use the student information system to register

Know how to use the catalog

Etc…….

Behavioral/Psychomotor SLOs

What do we want students toDo as a result of participating in academic advising?

Generate their degree audit

Make advising appointments

Keep advising appointments

Ask for help

Access course descriptions and degree requirements using the online catalog

Etc….

Affective SLOs

What do we want students to Value or Appreciate

as a result of participating in academic advising?

Value/Appreciate general education

Value/Appreciate the advising relationship

Value/Appreciate the process of learning

Etc….

Mapping the Learning Experience• What should be learned: e.g., student will know the

components of the institution’s General Education requirements

• Where it should be learned: e.g., orientation workshops, advising sessions, personal reading of catalog or curriculum guide

• When or By When it should be learned: e.g., prior to first year (orientation); by end of first year (via advising sessions); by end of first year (via personal reading)

Once the desired process/delivery and student learning outcomes have been identified, as well as when and where they will occur, the next step is to determine who or what will be measured and how the data will be gathered…

…using multiple measures of varying types

Examples of Existing Tools• To be used as just one measure among

multiple measures– ACT Survey of Academic Advising– Noel-Levitz Student Satisfaction Inventory (SSI)– Winston and Sandor’s Academic Advising

Inventory (AAI)– CAS Standards for Advisingwww.nacada.ksu.edu/Clearinghouse/Research_Related/CASStandardsForAdvising.pdf– NACADA Assessment of Advising Commission

www.nacada.ksu.edu/Commissions/C32/index.htm

Measures can (and should) include existing institutional data

• Information from Institutional Research, Admissions, Registrar, etc. can provide tracking data, GPAs, retention rates, and other information you can utilize as assessment data

– this can be a source of some of the multiple measures utilized (in addition to formal instruments, satisfaction inventories, and others)

Dangers of Satisfaction Surveys

there is often a difference between an advisee receiving good, effective academic advising and being satisfied with the advising process:

– if any negative information is exchanged during the advising interaction, the student may respond negatively to the survey items even though the information provided was correct and the process of the interaction was appropriate

– the student will likely rate the advising provided based on the type of interaction desired (e.g., informational, relational)

For both process/delivery and student learning outcomes, you need to identify the minimum criteria for success of the outcome measure, e. g.,• number of students exhibiting a specific learning performance• percentage of students exhibiting a specific learning performance• advisor rating of student performance• student rating of specific aspect of advising process• advisor rating of specific aspect of advising process• etc.

At the end of the day, assessment of academic advising is all about…• developing consensus around collective expectations about student learning

• gathering evidence in order to understand student learning

• using this evidence to support improvements in advising that will contribute to improvements in student learning

Thank You!Thank You!