Supporting and Evaluating Learning Outcomes Assessment through Academic Program Reviews

Novodvorsky, Ingrid; Tomanek, Debra; Foor, Ryan M.; Burd, Gail D.

doi:10.1002/au.30027

Cited by 6 publications

(5 citation statements)

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“…This result is consistent with the results of the study Novodvorsky, (2015) which indicated that the academic outcomes are from high academic level. Paragraph (11) which indicates that "Faculty members connect the course with experiments and students' personal experience" comes in the last rank; these because the students believe that the faculty members connect the course with their experiences and experiments, through divide their marks on activities, writing research, and reports that serve the educational process.…”

Section: Faculty Members'supporting

confidence: 93%

“…The results showed that the quality of university services as perceived by the students of Al-Aqsa University among the week and medium in most of the dimensions' measure, there were statistically differences attributed to gender between males and females; and in favor of females in the level of the perceived university's services quality in all dimensions. Novodvorsky (2015) aimed to review and assess the academic programs through the assessment of the faculty members, academic the results of the students, the curricula activities, and data analysis. The study was held in the state of Arizona, in the United States; it used the analytic approach, the analysis results had found that the academic outcomes are high level; this is due to the experiences of the faculty members, the quality of the offered curricula in the academic programs, and the study results showed that the assessment of academic programs contributes to improving their quality and effectiveness.…”

Section: International Research In Educationmentioning

confidence: 99%

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Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Wahsheh¹

2017

IRE

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The current study aimed to identify the degree of assessing the quality of academic programs at Najran University from students' perspective. Descriptive and analytical approach was adopted. The study population consisted of all students of the Faculty of Education in Najran University in Saudi Arabia, numbered (1380) students. The participants (296) students randomly selected, the author used the questionnaire as the tool of the study. The results showed that means of the assessment of the domain of faculty members at Najran University from students' perspective was high. There are no statistically significant differences of the assessment of academic programs' quality at Najran University from students' perspective due to gender. Furthermore, there are statistically significant differences of the assessment of academic programs' quality at Najran University from students' perspective due to academic year and Grade Point Average (GPA).

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Section: Faculty Members'supporting

confidence: 93%

Section: International Research In Educationmentioning

confidence: 99%

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Wahsheh¹

2017

IRE

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“…To assess SLOs at the program level, researchers have suggested that institutions build a successful quality process (Lending et al, 2018); sustain a culture of quality by embedding assessment across the curriculum and co-curriculum units (Stitt-Bergh et al, 2019) as a norm and valued part of planning and teaching (Meredith, 2013); implement academic program review (Novodvorsky et al, 2015); include faculty leadership in the process (Emil and Cress, 2014); develop student-faculty partnerships in program-level assessment (Curtis, 2018); and communicate assessment results to stakeholders while using evidence of student learning to make changes for quality improvement (Robinson et al, 2019;Fuller and Skidmore, 2014;Ndoye and Parker, 2010). In addition, the National Institute of Learning Outcomes Assessment (NILOA) has established an excellence in assessment (EIA) designation to recognize higher education institutions in the USA for their best quality practices.…”

Section: Measures Of a Quality Process 123mentioning

confidence: 99%

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Pham

2020

QAE

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Purpose The purpose of this study is to share quality process experience from a US comprehensive university to use both direct (participation rate and assessment quality) and indirect assessment measures (assessment survey) to evaluate the quality process. Design/methodology/approach A mixed method design was used to evaluate the quality process. The qualitative design used thematic analysis to find the common themes from the assessment survey. The quantitative design included reliability and internal consistency for the survey and inter-rater reliability for the peer review. Findings Findings indicated that participation rate and assessment quality improved over the years. Faculty provided positive feedback about assessment website, the peer review process and feedback but negative perspectives on the assessment management software and heavy workload on assessment activities. The researcher shared the actions made based on three-year assessment results, especially how leaders have used it to align with planning and budgeting to close the institutional effectiveness loop. Research limitations/implications This research had two limitations. The inter-rater reliability of the peer review was not high and the number of peer review reports in two years were so different, so the results could not be checked for statistical significance. Practical implications The meta-assessment results could have important implications for other universities to improve the quality process. Originality/value There have been limited studies on using both direct and indirect assessment measures to evaluate the quality process. This study uses multiple measures to provide accurate results for administrators’ decision-making in resource allocation.

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“…In addition, stakeholders are increasingly advocating for alignment between accreditation standards and academic program reviews to foster resource efficiency and directed action (Bowker, 2017). Perhaps the strongest arguments for deploying academic program review is made by those who have conducted empirical studies linking academic program review activity to policies and practices, such as curricular improvements, staffing realignment, support for an outcomes-based assessment model, and unit restructuring (Dougherty & Reddy, 2013;Novodvorsky et al, 2015;Siems & Bell, 2018), and institutional impacts, such as increased transparency, accountability and productivity (Harnisch, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Not Too Small to be Strategic: The State of Academic Program Review Guidelines and Instrumentation in Public Institutions

McGowan¹

2019

AIJ

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In higher educational settings, the academic program review process allows academic units to solicit feedback, make data-driven decisions regarding effectiveness and sustainability, and report to stakeholders. In order to discover trends and best practices in the current state of academic program review in higher education, examined was a sample of 53 processes representing a range of small-to-large public institutions in the United States in the categories of associate-degree granting, bachelors-degree granting, and masters-degree granting. Using a content analysis methodology, outcomes assessment and the use of data results featured prominently with 86.7% of the sample requiring their incorporation in academic program review, followed closely by judgments of resource adequacy and demonstration of program necessity and efficiency.

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Supporting and Evaluating Learning Outcomes Assessment through Academic Program Reviews

Cited by 6 publications

References 0 publications

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Not Too Small to be Strategic: The State of Academic Program Review Guidelines and Instrumentation in Public Institutions

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