1. Terry L. Allison, Provost and Vice President of Academic Affairs

2. Imagine a world without assessment… Not non-traditional gradingno grades No goals, no rubrics, no accreditation No evaluation or reflection on teaching to see what works No assessment of student services …or of business services What would that look like to you?

3. Much class time is taken in evaluating the institution Students are evaluated on their exhaustive memory of small detail (and not on concepts) We spend part of each departmental meeting examining weekly costs of supplies All work (and vacation) stops to assess

4. How much time should you spend per week in assessing student work? In assessing your program? In assessing other parts of the university?

6. Parent/child Master/apprentice Teacher/pupil Professor/student We assess memory, applied knowledge, communication skills, reliability, validity, quality

7. Think about the first time you remember being assessed. What was your experience? Who was the teacher? Why do you think you recall the assessment?

8. Built on formal assessment Grading is only about 200 years old Some universities in the U.S. and elsewhere have experimented in NOT giving grades. Governors State University, established in 1969 as an experimental university, was one such university. Exercise: Why would a university NOT wish to give grades?

9. Credentialing is a LARGE part of assessment Why are credentials so NECESSARY?

10. It is clear for dentists, doctorsfor any healthcare provider. How about engineers? Teachers? And funeral home directors? Sociologists? Historians? Ethics is often a factor in Credentialing.

11. How do we know that one credential is as good as another? (Especially as I can order one on the web?) Now we finally arrive at the Bologna Process! Credentialing = Quality Assurance LEAP Value Rubric Controversy about for-profit institutions

12. Establishing norms of superior, good, acceptable and unacceptable performance Providing advice on how to improve (a restaurant, a film, a book) Can we assess without an aim to improve quality? (The worst critics and the worst teachers may do so.) Exercise: Is assessment ever harmful?

13. Complaining is classic assessment talk In an ideal system of university assessment, what would happen? What would it look like?

14. Michel Foucault and modern institutions Universities as modern institutions where we assess to exercise control

15. We need regular assessment of: what students are learning how well faculty, staff, and administrators perform whether our student and business services meet the needs of students and other clients whether our programs meet community needs and what communities think of us whether our physical assets are adequate to meet our expectations and aspirations

16. what can be measured and with what level of sophistication appropriate methods and instruments how much time, effort, and money assessment should take whether those being assessed are performing at their top level during assessments

17. whether results should be shared, compared and how who decides what should be measured and how what to do once we have assessed and whos responsible for change what is assessment for and who is the audience

18. Think of the last time you and a colleague disagreed about assessment. Why did you disagree? Were you able to resolve the difference of opinion? What do you learn from this?

20. We have defined institutional effectiveness In other words, we understand and (generally) agree upon what would make the institution effective That recognition and agreement is widely distributed in some key documents including the mission, vision, and values statements and the strategic plans of the university and its major units

21. How has Sakarya University defined Institutional Effectiveness? How do you know that your university is successful? And your program?

22. When we disagree about what constitutes institutional effectiveness: Even when we use the same evaluation tools, results will be cherry picked to prove my view The same result will be interpreted very differently We will sometimes use different assessment tools and dismiss the tools that others choose We often wont choose to evaluate results or wont share our results

23. Stakeholders contribute to and care about the outcomes and assessment processes The audience is us; we dont do assessment merely as a compliance function for regulatory agencies on their 10-year timeline Assessments are performed in regular and reasonable cycles in which information can be analyzed, discussed, and used to improve We discuss and make meaning of assessment results and choose to act or not to act on findings

24. We collectively define effectiveness and have chosen or designed the best instruments to measure what we define as significant Some measures are longer term and were willing to pursue longer term follow-up to get meaningful data Our reports are honest, accessible, and trigger action Costs are known, discussed, and reasonable The parts relate to the whole

25. We use the most sophisticated instruments and analysis that we can afford We try to capture some of the most difficult things we want to measure Our assessment system includes honest external validation which we value We may choose to employ an integrated assessment system that evaluates the whole of our efforts

26. Reflect on whether you have an effective system of evaluation for the university and for your program. Describe how your program of assessment is effective or ineffective.

28. Keep the focus on defining institutional effectivenessparticularly but not exclusively what defines success of academic programs Recognize assessment as a microcosm of organizational behavior (people, money, space) Lead processes to choose which areas of strength and weakness to prioritize, and how to build on strengths and address weaknesses Inspire, celebrate successes, & challenge to reach higher goals

29. Connect the university to the national or international dialogue on assessment Track national or international special accreditation Lead the regional accreditation effort Focus on both assessment of student learning and institutional effectiveness Shared regional efforts Connect the different parts of the university

30. Work with the other leaders of the institution to develop, choose, and implement effective processes to create, choose, and implement effective systems of evaluation. Consider integrated evaluation systems (e.g., Baldridge) or tools (e.g., pbViews, LiveText) Understand what works in strategic planning and how assessment is linked to mission, vision and values

31. What knowledge and experience can you contribute to your campus assessment effort? How have you been a leader in assessment?

32. Promote pathways so that people talk with each other respectfully and productively. Be a GREAT listener and attentive responder Support the students, faculty, staff, and community Support the Presidents administrative team