1. NCATE Institutional Orientation Loren Blanchard, Vice President David C. Smith, Dean Emeritus Accreditation & Accountability College of Education Louisiana System of Universities University of Florida Issues in Assessment Systems

2. Loren Blanchard and David C. Smith Issues in Assessment Systems2 Accountability in Higher Education Establishing criteria for the systematic collection for the collection and analysis of data. Establishing criteria for the systematic collection for the collection and analysis of data. SCDEs often respond to policy makers and accrediting bodies. SCDEs often respond to policy makers and accrediting bodies. The issues should be: program efficacy and program improvement. The issues should be: program efficacy and program improvement.

3. Loren Blanchard and David C. Smith Issues in Assessment Systems3 Accountability and Assessment are With Us It is obvious that we are in an age of accountability and that inevitably involves assessment. Like the Ice Age, there is little reason to believe that it will pass quickly.

4. Loren Blanchard and David C. Smith Issues in Assessment Systems4 Questions and More Questions What kinds of questions do others ask? (State DOE, Legislature, University, Feds.) What kinds of questions do others ask? (State DOE, Legislature, University, Feds.) Why do they ask those kinds of questions? Why do they ask those kinds of questions? What do those kinds of questions signal about their concerns? What do those kinds of questions signal about their concerns?

5. Loren Blanchard and David C. Smith Issues in Assessment Systems5 What questions do you wish others would ask?

6. Loren Blanchard and David C. Smith Issues in Assessment Systems6 How do you respond to important questions regarding program effectiveness and efficiency when you are asked, “what evidence do you have”, and “how do you know”? How do you respond to important questions regarding program effectiveness and efficiency when you are asked, “what evidence do you have”, and “how do you know”? What data do you have to support your convictions and contentions? What data do you have to support your convictions and contentions?

7. Loren Blanchard and David C. Smith Issues in Assessment Systems7 Would you argue that SCDEs should not be accountable for the competence of those they recommend for licensure? Would you argue that SCDEs should not be accountable for the competence of those they recommend for licensure?

8. Loren Blanchard and David C. Smith Issues in Assessment Systems8 A license is to teachers and other professional educational personnel what accreditation is to SCDEs. A license is to teachers and other professional educational personnel what accreditation is to SCDEs.

9. Loren Blanchard and David C. Smith Issues in Assessment Systems9 How do you think that we should be held accountable?

10. Loren Blanchard and David C. Smith Issues in Assessment Systems10 The nature of change is such that the press for change will always be greater from outside the organization than within the organization.

11. Loren Blanchard and David C. Smith Issues in Assessment Systems11 Have you thought deeply about the purpose, mission and vision of the organization and related them to the assessment system? There are implications for what you choose to include in your assessment system.

12. Loren Blanchard and David C. Smith Issues in Assessment Systems12 Goods and Services and Assessment The assessment of products and services is different. The assessment of products and services is different. Products are tangible goods. Products are tangible goods. Services are intangible goods. Services are intangible goods. The distinction is important. The distinction is important.

13. Loren Blanchard and David C. Smith Issues in Assessment Systems13 The assessment issues are quite different. Education is not a “product”; it does not have weight and does not take up space. The assessment issues are quite different. Education is not a “product”; it does not have weight and does not take up space. Education involves providing services that are intangible but have value. Education involves providing services that are intangible but have value. The measurement of services is exponentially more difficult than measuring products. The measurement of services is exponentially more difficult than measuring products. This distinction should be made clear to policy makers. This distinction should be made clear to policy makers.

14. Loren Blanchard and David C. Smith Issues in Assessment Systems14 We deride single-measure, simplistic measures of educational performance. But what do we offer as a better alternative? We deride single-measure, simplistic measures of educational performance. But what do we offer as a better alternative? “To every complex problem there is an answer that is short, simple and wrong.” H. L. Menkin “To every complex problem there is an answer that is short, simple and wrong.” H. L. Menkin

15. Loren Blanchard and David C. Smith Issues in Assessment Systems15 Effectiveness and Efficiency Effectiveness has to do with how well something is functioning. Effectiveness has to do with how well something is functioning. Efficiency has to do with the effort, time, or cost involved in the preparation or production. Efficiency has to do with the effort, time, or cost involved in the preparation or production.

16. Loren Blanchard and David C. Smith Issues in Assessment Systems16 Inevitable Tension in Assessment The need to accommodate your situation. The need to accommodate your situation. The need to compare with others in similar situations. The need to compare with others in similar situations. It is necessary to compare within and across institutions. (Internal relative productivity and comparison with counterpart units.) It is necessary to compare within and across institutions. (Internal relative productivity and comparison with counterpart units.)

17. Loren Blanchard and David C. Smith Issues in Assessment Systems17 A fundamental principle in communication theory is that when the system becomes overloaded with information people will ignore all of the information rather that to ignore the information selectively. ( Consider that principle in the context of fact books and assessment systems.)

18. Loren Blanchard and David C. Smith Issues in Assessment Systems18 People in an organization focus on what is measured not what is said to be important.

19. Loren Blanchard and David C. Smith Issues in Assessment Systems19 Consider open versus closed systems. Isn’t it better to have people working from the same numbers?

20. Loren Blanchard and David C. Smith Issues in Assessment Systems20 It is necessary to compare within and across institutions. (Internal relative productivity and comparison with counterpart units.)

21. Loren Blanchard and David C. Smith Issues in Assessment Systems21 Do not make high-stakes decisions based on soft data. Do not make high-stakes decisions based on soft data. Consider “directionality” in analyzing data. Consider “directionality” in analyzing data.

22. Loren Blanchard and David C. Smith Issues in Assessment Systems22 A single assessment system to serve multiple needs is preferable to a set of assessment systems, each of which is designed to serve a single purpose.

23. Loren Blanchard and David C. Smith Issues in Assessment Systems23 You get big numbers by adding little numbers. It is important to aggregate data at meaningful levels. (Program, department, college, institution.)

24. Loren Blanchard and David C. Smith Issues in Assessment Systems24 What we measure is a profound statement about what we believe is important.

25. Loren Blanchard and David C. Smith Issues in Assessment Systems25 It is one thing to collect data, another thing to be discriminating in collecting data, and still another thing to know how to use data.

26. Loren Blanchard and David C. Smith Issues in Assessment Systems26 What matters and what matters most? (The need to know and the nice to know.)

27. Loren Blanchard and David C. Smith Issues in Assessment Systems27 Multiple measures are important. It is valuable to look at a problem from more than one angle. What are key points at which to access? (At a minimum, entrance, exit and follow-up.)

28. Loren Blanchard and David C. Smith Issues in Assessment Systems28 We are not good at being proactive in generating data and we are not good at being creative in generating data. We are not good at being proactive in generating data and we are not good at being creative in generating data. Be proactive – give people information that they do not ask for but informs them more deeply about the effectiveness of your organization. Think carefully about what that information might be. Be proactive – give people information that they do not ask for but informs them more deeply about the effectiveness of your organization. Think carefully about what that information might be.

29. Loren Blanchard and David C. Smith Issues in Assessment Systems29 In higher education it is always teaching, research, and service. Typically policy makers place a higher value on professional public service than does the academy.

30. Loren Blanchard and David C. Smith Issues in Assessment Systems30 Consider the role of the executive in assessment. Assessment phases: planning, implementing, maintaining, and revising the system. Planning involves knowing what data are needed and meaningful. It also involves assembling a design team. Implementation involves providing the personnel, hardware and software. Maintenance involves using the data in a meaningful fashion. There is a difference between data-informed and data-driven decisions. Revision involves recognizing and accommodating changing needs for data.

31. Loren Blanchard and David C. Smith Issues in Assessment Systems31 Problems that are regularly seen: People have difficulty in creating an assessment system. People have difficulty in creating an assessment system. People think more about collecting data than they do about the structure of their assessment system and the kinds of data that they include in their assessment system. People think more about collecting data than they do about the structure of their assessment system and the kinds of data that they include in their assessment system. They often want to do it for the wrong reason – for accreditation rather than seeing it as a tool to evaluate and improve what they are doing. They often want to do it for the wrong reason – for accreditation rather than seeing it as a tool to evaluate and improve what they are doing.

32. Loren Blanchard and David C. Smith Issues in Assessment Systems32 They have difficulty in using candidate data three ways. (The aggregation issue.) They have difficulty in using candidate data three ways. (The aggregation issue.) People are not aware of meaningful data that already exists and can be imported into their assessment system. Then they can focus their effort on data that they need to generate. People are not aware of meaningful data that already exists and can be imported into their assessment system. Then they can focus their effort on data that they need to generate. People often do not know how to use data well. People often do not know how to use data well.

33. Loren Blanchard and David C. Smith Issues in Assessment Systems33 People often do not consider examining relationships among data sets. (FTE and headcount enrollment, enrollment and cost to generate a SCH). People often do not consider examining relationships among data sets. (FTE and headcount enrollment, enrollment and cost to generate a SCH). Time is a problem. It is not realistic to expect that busy people can create and maintain an assessment system “on top of everything else”. It is very difficult to develop, implement, maintain and revise an assessment system without additional resources. Time is a problem. It is not realistic to expect that busy people can create and maintain an assessment system “on top of everything else”. It is very difficult to develop, implement, maintain and revise an assessment system without additional resources. Resources – human and technological, are needed. The allocation of resources is a measure of institutional priority. Resources – human and technological, are needed. The allocation of resources is a measure of institutional priority.

34. Loren Blanchard and David C. Smith Issues in Assessment Systems34 Creating an assessment system is a creative task; it is also tedious and time-consuming.

35. Loren Blanchard and David C. Smith Issues in Assessment Systems35 Think about assessment and the development of an assessment system as an opportunity rather than a problem or burden.

36. Loren Blanchard and David C. Smith Issues in Assessment Systems36 Assessment Assumptions: Bases for Change Assessment should be based on explicit outcomes. Assessment should be based on explicit outcomes. Assessment must involve performance. Assessment must involve performance. Assessment should provide feedback to the learner. Assessment should provide feedback to the learner. Assessment should have a multiple context. Assessment should have a multiple context.

37. Loren Blanchard and David C. Smith Issues in Assessment Systems37 Assessment Assumptions: Bases for Change Assessment should involve external publics. Assessment should involve external publics. Assessment should be developmental. Assessment should be developmental. Assessment should be cumulative. Assessment should be cumulative.

38. Loren Blanchard and David C. Smith Issues in Assessment Systems38 Developing an Assessment System that Culminates in a Change Orientation Identify what it is that you want to learn or know more about. Identify what it is that you want to learn or know more about. Determine how you will go about learning more information. Determine how you will go about learning more information. Establish a plan for what will happen to data once they are collected. Establish a plan for what will happen to data once they are collected. Determine the tools, strategies and resources that you have available or will need to foster change. Determine the tools, strategies and resources that you have available or will need to foster change.

39. Loren Blanchard and David C. Smith Issues in Assessment Systems39 Developing an Assessment System that Culminates in a Change Orientation Be prepared to make changes and continue to study effects of these changes to ensure that there are no adverse effects.

40. Loren Blanchard and David C. Smith Issues in Assessment Systems40 Two Systems of Performance Assessment Professional Accountability Support System Using a Portal Approach (PASS- PORT) – Statewide Initiative Professional Accountability Support System Using a Portal Approach (PASS- PORT) – Statewide Initiative Teacher Education Assessment System (TEAS) – National Initiative Teacher Education Assessment System (TEAS) – National Initiative

41. PASS-PORT Development Funded by the Board of Regents CITAL Funds An Electronic Professional Accountability Support System Using a PORTal Approach for Teacher Education

42. Loren Blanchard and David C. Smith Issues in Assessment Systems42 Evolution of PASS-PORT Professional collaborative project between a Louisiana public and a Louisiana private higher education institution Professional collaborative project between a Louisiana public and a Louisiana private higher education institution State/national demands for outcome- based assessments for teacher education State/national demands for outcome- based assessments for teacher education

43. Loren Blanchard and David C. Smith Issues in Assessment Systems43 Evolution of PASS-PORT Professional Accountability Support System Using a Portal Approach (PASS-PORT) Professional Accountability Support System Using a Portal Approach (PASS-PORT) Highly comprehensive web-based tool Highly comprehensive web-based tool Designed primarily for Louisiana teacher preparation programs Designed primarily for Louisiana teacher preparation programs Allows institutions to gather and statistically analyze performance data on candidates, faculty and program operations at select time frames to glean significant trend data Allows institutions to gather and statistically analyze performance data on candidates, faculty and program operations at select time frames to glean significant trend data

44. Loren Blanchard and David C. Smith Issues in Assessment Systems44 Evolution of PASS-PORT PASS-PORT is a system designed to assist institutions in fulfilling NCATE Standards, Title II Accountability reporting standards, and select teacher education redesign criteria. PASS-PORT is a system designed to assist institutions in fulfilling NCATE Standards, Title II Accountability reporting standards, and select teacher education redesign criteria. PASS-PORT is designed to assist institutions to better appreciate systematic collection, analysis and use of program data. PASS-PORT is designed to assist institutions to better appreciate systematic collection, analysis and use of program data.

45. Loren Blanchard and David C. Smith Issues in Assessment Systems45 Evolution of PASS-PORT PASS-PORT has wealth of useful functionalities PASS-PORT has wealth of useful functionalities Defines KSD requirements and accompanying assessments for candidates at four different checkpoints across initial and advanced programs Defines KSD requirements and accompanying assessments for candidates at four different checkpoints across initial and advanced programs

46. Loren Blanchard and David C. Smith Issues in Assessment Systems46

47. 47 PASS-PORT Functionality 1. Creation of Standards-based Electronic Portfolios (“working” portfolios)  Upload artifacts to PASS-PORT Upload artifacts  Create standards-based portfolios (from scratch or from template) that are aligned with any set of professional standards (NCATE, ISTE, INTASC, NCTM, etc.)scratch template  Request electronic feedback and evaluation  Used by faculty as well as teacher candidates Benefit: Standards-based Electronic Portfolios, Unit Reporting Examples: Uploading Artifacts; Working Portfolio From Scratch; From TemplateUploading ArtifactsWorking Portfolio From ScratchFrom Template

48. 48 PASS-PORT Functionality 2. Creation of “Portal folios” - special portfolios submitted at various checkpoints (unit specified requirements) in the program:  Portal I: Declaration of Major  Portal II: Entry into Teacher Education Program  Portal III: Entry into Student Teaching  Portal IV: Exit from Teacher Education Program Benefit: Meet NCATE expectations for performance-based data collection, analysis, unit improvement and student learning. Examples: Creating a Portal Folio; Routing of Portal Folios; Evaluating a Portal FolioCreating a Portal FolioRouting of Portal Folios

49. Loren Blanchard and David C. Smith Issues in Assessment Systems49 Evolution of PASS-PORT PASS-PORT has wealth of useful functionalities PASS-PORT has wealth of useful functionalities Emphasizes field/clinical experiences and corresponding sites Emphasizes field/clinical experiences and corresponding sites

50. 50 PASS-PORT Functionality 3. Management of Field Experiences  Database of field experience sites  Students manage own field experiences  Add reflections to field experiences  Collects data on field experience site and cooperating teacher for reporting  Field experiences can become artifacts to include in portal folios Example: Creating Field Experiences Benefit: Meet NCATE expectations for evaluation of field experiences, improve unit and student learning.

51. Loren Blanchard and David C. Smith Issues in Assessment Systems51 Evolution of PASS-PORT PASS-PORT has wealth of useful functionalities PASS-PORT has wealth of useful functionalities Draws out and statistically analyzes specific data for varied reporting purposes Draws out and statistically analyzes specific data for varied reporting purposes

52. 52 PASS-PORT Functionality 4. Analysis/Reporting and Communication  Maintain record of professional development by candidates and faculty for reporting purposesprofessional development  Faculty create “taskfolios” (functional portfolios)taskfolios  Generate reports to meet NCATE, Board of Regents, and/or university requirements, etc.  Create query to analyze any data field (i.e., field experiences) Examples: Student Gender Analysis, Survey Example, Portal Folio AnalysisStudent Gender AnalysisSurvey ExamplePortal Folio Analysis Benefit: Meet NCATE expectations for collecting and analyzing performance data for the entire college.

53. Loren Blanchard and David C. Smith Issues in Assessment Systems53 PASS-PORT Functions Encourages faculty to develop portfolios that align with NCATE’s Faculty Performance elements Encourages faculty to develop portfolios that align with NCATE’s Faculty Performance elements Is a recording mechanism to chronicle program and unit improvements made as a consequence of data analyses Is a recording mechanism to chronicle program and unit improvements made as a consequence of data analyses Provides individualized assessment results at each checkpoint for candidates and faculty that include strengths, weaknesses and prescriptions Provides individualized assessment results at each checkpoint for candidates and faculty that include strengths, weaknesses and prescriptions

54. 54 PASS-PORT Functionality 5. NCATE Electronic Documents Room  Ability to create a secure web-based viewing area for displaying documents / artifacts for the NCATE review team  Post example portalfolios for review  Share individual candidate’s artifacts at different points to show growth and feedback/prescriptions  NCATE committee tools, communication Benefit: Facilitate NCATE visit through easy creation of electronic documents room.

55. Loren Blanchard and David C. Smith Issues in Assessment Systems55 EDR Functionality Creation of Document Rooms Creation of Document Rooms Create an unlimited number of secure web- based viewing rooms Create an unlimited number of secure web- based viewing rooms Rooms are built by creating pages (from templates) that can be nested and linked together with a simple point and click interface [no web master required] Rooms are built by creating pages (from templates) that can be nested and linked together with a simple point and click interface [no web master required] Provides access for NCATE reviewers prior to site visit Provides access for NCATE reviewers prior to site visit

56. Loren Blanchard and David C. Smith Issues in Assessment Systems56 PASS-PORT Connection Connects to Louisiana’s K-12 Initiative and Enhances the PK-16+ Education Initiative The Department of Education is developing a similar electronic portfolio system based on PASS-PORT functionality and the seamless exchange of data. As a result, a pre-service teacher’s performance data, initially developed at the undergraduate level, will be accessible upon employment and entrance into the state’s K-12 professional portfolio system. When the teacher enters graduate school, he/she will re-enter PASS-PORT at the university.

57. Questions? Contact… Doug Williams, dwilliams@louisiana.edu Loren Blanchard, Loren@uls.state.la.us Juanita Guerin, jguerin@louisiana.edu John Fulwiler, jfulwile@xula.edu PASS-PORT

58. Loren Blanchard and David C. Smith Issues in Assessment Systems58 What kinds of data might be included in a Teacher Education Performance Assessment System©? (Establishing a conceptual framework.) Resource Data Resource Data Productivity Data Productivity Data Candidate Performance Data Candidate Performance Data Faculty Performance Data Faculty Performance Data

59. Loren Blanchard and David C. Smith Issues in Assessment Systems59 Structure of a Teacher Education Assessment System© 4 First Symbol - Classification √ A = Resource Data √ B = Productivity Data √ C = Candidate Performance Data √ D= Faculty Performance Data 4 Second Symbol - Level √ 1= Unit Data √ 2= Institutional Data √ 3= Calculated Data 4 Third Symbol - Category √ Sub-systems 4 Fourth Symbol - Number √ Element Number

60. Loren Blanchard and David C. Smith Issues in Assessment Systems60 TEAS© System and Sub-systems A. Resources 1. Unit 1. Human Resources 2. Fiscal Resources 3. Demographic Data 2. Institution 1. Human Resources 2. Fiscal Resources 3. Demographic Data 3. Derived B. Productivity 1. Unit 1. Enrollment 2. Loads and Assignments 3. Program 4. Title II Data 5. External $ Generated 6. Student Demographic Data 2. Institution 1..Enrollment 2. Loads and Assignments 3. External $ Generated 4. Student Demographic Data 3. Derived 1. Enrollment 2. Loads and Assignments 3. External $ Generated 4. Student Demographic Data

61. Loren Blanchard and David C. Smith Issues in Assessment Systems61 TEAS© System and Sub-systems C. Candidate Performance 1. Unit 1. Initial Program Admission 2. Early in Program 3. Mid-program 4. Summative 5. Graduate Follow-up 6. Advanced Programs Admission 7. Mid-program 8. Summative 9. Graduate Follow-up 2. Institution 1. Undergraduate 2. Graduate 3. Derived 1. Undergraduate 2. Advanced Programs D.Faculty 1. Unit 1. Teaching Evaluations 2. Scholarly Productivity 3. Professional Service 4. Institutional Service 2. Institution 1. Teaching Evaluations 2. Scholarly Productivity 3. Professional Service 4. Institutional Service 3. Derived 1. Scholarly Productivity 2. Institutional Service

62. Loren Blanchard and David C. Smith Issues in Assessment Systems62 Kinds of Information in TEAS. AACTE – NCATE Annual Report data. AACTE – NCATE Annual Report data. Resource Information – Salaries, Budget, Faculty Positions… Resource Information – Salaries, Budget, Faculty Positions… Comparative Salary Information – Unit, Institution… Comparative Salary Information – Unit, Institution… Productivity Data – SCH, Headcount Enrollment, FTE Enrollment, Service Activity, Graduate Impact Data Productivity Data – SCH, Headcount Enrollment, FTE Enrollment, Service Activity, Graduate Impact Data Data for Staff Planning Data for Staff Planning Data for Budget Analysis Data for Budget Analysis Advocacy Data - Equity in the System, Monitoring the System Advocacy Data - Equity in the System, Monitoring the System

63. Loren Blanchard and David C. Smith Issues in Assessment Systems63 Using Productivity Data - Examples. B.1.2.7 Hours Taught/FTE Faculty #DIV/0! B.2.2.4 Hours Taught/FTE Faculty #DIV/0! B.1.2.8 Sch/FTE Faculty #DIV/0! B.2.1.10 Sch/FTE Faculty #DIV/0! B.1.3.1 Cost/SCH#DIV/0! B.2.2.5 Cost/SCH#DIV/0! Compare productivity over time! Compare productivity over time! B.1.3.2 $ Prepare Elem. Teacher Approx. #DIV/0! B.1.3.3 $ Prepare Sec. Teacher Approx. #DIV/0!

64. Loren Blanchard and David C. Smith Issues in Assessment Systems64 Candidate Impact Data. How important are schools, colleges and departments of education? How important are schools, colleges and departments of education? C.1.4.16 Potential Candidate Impact =(D345*25*25)+(D346*125*25) Movers and shakers. One years’ graduating class.

65. Loren Blanchard and David C. Smith Issues in Assessment Systems65 Faculty Performance Data. Professional Service D.1.3.1 No.State Wrkshps, Elem D.1.3.2 No. State Wrkshps, Sec D.1.3.3 No. State Wrkshps, Total0 D.1.3.4 Elem. Tchrs. @ State Conf. D.1.3.5 Sec. Tchrs. @ State Conf. D.1.3.6 Total Tchrs. @ State conf. (PS)0 D.1.3.7 Potential Student Impact0 D.1.3.8 No. State Wrkshps/Faculty#DIV/0!

66. Loren Blanchard and David C. Smith Issues in Assessment Systems66 Attributes of this system. 366 pieces of information are contained in the system. 366 pieces of information are contained in the system. 216 pieces of information (59%) are entered. 216 pieces of information (59%) are entered. Many of the data are already routinely collected. Many of the data are already routinely collected. It is very likely that the institution and unit currently collects some of the data. It is very likely that the institution and unit currently collects some of the data. 150 pieces of information (41%) are generated. 150 pieces of information (41%) are generated.

67. Loren Blanchard and David C. Smith Issues in Assessment Systems67 Consider the kinds of information generated. Consider the kinds of information generated. Comparative data within the system. Comparative data within the system. Comparative data over time – multiple years. Comparative data over time – multiple years. Evaluative data. Evaluative data. Data for planning. Data for planning. Proactive data. Proactive data. Graphs and tables can be developed from the data in this system. (Enrollment and Budget, % of Faculty and Budget, % of Grad. SCH and Budget) Graphs and tables can be developed from the data in this system. (Enrollment and Budget, % of Faculty and Budget, % of Grad. SCH and Budget)

68. Loren Blanchard and David C. Smith Issues in Assessment Systems68 What You Have and What You Need

69. Loren Blanchard and David C. Smith Issues in Assessment Systems69 This System and Your System The data in this performance assessment system can be used for: The data in this performance assessment system can be used for: Unit planning, advocacy,annual reports and budgeting. Unit planning, advocacy,annual reports and budgeting. Institutional planning and evaluation. Institutional planning and evaluation. External advocacy and information. External advocacy and information. Accreditation, program approval and review. Accreditation, program approval and review. This system is easily modified. This system is easily modified. Remember, you do not need to create a performance assessment system annually. Remember, you do not need to create a performance assessment system annually. The entire assessment system does not need to be put into operation simultaneously. The entire assessment system does not need to be put into operation simultaneously.

70. Loren Blanchard and David C. Smith Issues in Assessment Systems70 Your Assessment System. Think about the framework for your system. Think about the framework for your system. All data elements do not need the same baseline. All data elements do not need the same baseline. You can implement your assessment system systematically and gradually. You can implement your assessment system systematically and gradually. An assessment system can help make informed decisions about improving your programs. An assessment system can help make informed decisions about improving your programs. There is a relationship between resources and productivity. Make unconventional comparisons. (Compare SCH/FTE with candidate evaluations of programs over time.) There is a relationship between resources and productivity. Make unconventional comparisons. (Compare SCH/FTE with candidate evaluations of programs over time.)

71. Loren Blanchard and David C. Smith Issues in Assessment Systems71 Your System This system is available to you. This system is available to you. Email: smithdc@aol.com Email: smithdc@aol.com But you need your own system. But you need your own system. This system is easily modifiable. This system is easily modifiable. There are advantages in having some commonality in data sets - within the state, region and nationally. There are advantages in having some commonality in data sets - within the state, region and nationally.

72. Loren Blanchard and David C. Smith Issues in Assessment Systems72