Assessing Institutional Effectiveness: Redirecting the Self-Study Process
| Title: | Assessing Institutional Effectiveness: Redirecting the Self-Study Process |
| Author: | Ewell, Peter T. Lisensky, Robert |
| Date: | 1988 |
| Catalog #: | 2BA390 |
| Price: | $ 14.95 |
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| Description: |
Published by the Consortium for the Advancement of Private Higher Education. Assessment and institutional effectiveness have become overriding themes in higher education. Institutions of higher education are increasingly being asked by consumers and external authorities to demonstrate that they make a difference, and to provide evidence about how much their students have learned. This book presents a comprehensive approach to defining and enhancing effectiveness through the process of institutional accreditation. The many benefits that can occur by consciously tying accreditation to assessment include: • Based on self-examination, the accreditation process can highlight the need for change without impairing the autonomy and uniqueness of individual institutions. • A coordinated data-gathering effort can be established with a minimum of effort and expense. • A permanent capacity for analyzing institutional effectiveness can be created. • Attitudes of faculty and staff about institutional assessment can change from negative to positive when the self-study approach is used. In a summary statement, Drs. Ewell and Lisensky observe that if self-study is entered into solely as an act of compliance, both the institution and the accreditation process stand to lose. But if it is used as an opportunity to identify and enhance effectiveness and to communicate areas of distinction, it can be of considerable value to any institution. At the same time, a successful process will help to ensure the integrity of the voluntary accreditation process as a whole. |