Key Assessments and Quality Assurance

Posted on by Roberta Ross-Fisher
Engineering students completing Key Assessment

Introduction

In today’s data-driven educational landscape, ensuring program quality and student success requires robust assessment strategies. Key assessments serve as critical checkpoints throughout a student’s academic journey, providing vital information about both individual achievement and overall program effectiveness. When thoughtfully designed and implemented, these assessments become powerful tools that drive continuous improvement and demonstrate institutional accountability which is essential in regulatory compliance and accreditation agencies, such as the Higher Learning Commission, the Association for Biblical Higher Education, the Association for Advancing Quality in Educator Preparation, Council for the Accreditation of Educator Preparation, and more. This post explores the types of key assessments, their applications, and how they collectively contribute to quality assurance in higher education.

What is a key Assessment?

A key assessment is one that’s required for all students enrolled in a specific program of study. For example: all pre-licensure nursing students may need to take one or more common assessments that measure their knowledge and/or performance at periodic intervals. At the end of their program, they must pass the NCLEX to earn their license. Teacher candidates are required to complete an internship and then take a specified basic skills test or state licensure exam such as the Praxis series. For admission into medical school, one example of a key assessment would be the MCAT, but once they’re enrolled, those students must pass specified assessments throughout their program.

Not all assessments are considered to be key assessments–just those that provide particularly valuable insight regarding whether students have achieved the intended learning objectives of a particular course, program, or institution.  Alternatively, they can be used to solicit feedback from various stakeholder groups. A key assessment can be proprietary (developed outside the institution), or it can be internally created.

Quantitative Key Assessments

Common types of key assessments used within the higher education landscape utilize both quantitative and qualitative measures. While quantitative assessments provide valuable numerical data, qualitative assessments offer deeper insight into student learning and program effectiveness through more open-ended formats. For example:

Objective Exams

Traditional objective exams consist of both closed and constructed response questions that typically focus on content knowledge and how learners are able to apply that knowledge within a specified context or prompt. These assessments are commonly associated with true/false, multiple choice, fill-in-the-blank, matching, and short answer questions.

Surveys

Surveys are commonly administered at the end of each course for the purpose of soliciting learner feedback about the quality of instruction. Survey results are then routed to department chairs who commonly use them to monitor faculty performance, curriculum, and other factors. In addition, annual surveys have become a popular method for gauging program effectiveness when sent to graduates and their employers. Sometimes, faculty and staff are surveyed to determine how they feel about proposed changes to institutional policies and procedures.

Traditional objective exams and survey responses based on a Likert scale are often scored through software. It’s a quick and simple process to tabulate responses and grade true/false, multiple choice, fill-in-the-blank, and in some cases, even short answer responses. Modern survey platforms can offer sophisticated reporting features which can easily disaggregate data by specified parameters. Analysis tools make it a snap to “slice and dice” the data, track trends over time, and identify specific strengths or areas for improvement.

Qualitative Key Assessments

Focus Group Interviews

Similar to surveys, focus group interviews are intended to yield feedback from a specified group of respondents. However, even though they are more time consuming to administer and score, the insights interviews can potentially provide are so much richer and more in-depth than survey results, because interviewers have the opportunity to have an actual conversation with participants. They can ask follow-up questions or provide an example if needed to ensure understanding. Responses are then coded according to theme and results can be summarized. When compared with similar questions on survey results, the combination of these two data sources can be quite powerful in learning how stakeholder groups really feel about specific aspects of a program.

Project-Based Assessments

Project-based assessments are very commonly used in coursework on assignments that are designed to utilize learners’ knowledge in a deeper way. They require application of content knowledge to compare/contrast, analyze, evaluate, and synthesize. Project-based learning can and often does span across all six cognitive domain levels of Bloom’s Taxonomy.

Most project-based assessments used in coursework are typically language-intense and include multiple components and cannot be easily scored through automation. For example, teacher candidates may be tasked with creating a standards-based unit or lesson plan using a specific instructional method. Engineering students may be asked to work in teams to design a new fuel-efficient automobile within specified parameters. Business majors may be assigned to create a print and multimedia marketing campaign for a fictitious company based on its mission. Key assessments such as these require the use of a different scoring system – an analytic rubric with clearly differentiated performance levels (I recommend 4) and specific performance indicators based on criteria from the assignment instructions.

Performance-Based Assessments

Depending on the context, performance-based assessments typically also utilize rubrics. Whereas project-based assessments are typically completed as part of a course, performance-based assessments are usually connected to field or clinical experiences such as an internship, apprenticeship, in-house rotation, student teaching, and so on. Rather than applying their knowledge to create a single, specified project, performance-based assessments require students to demonstrate their proficiency or competency across numerous skills simultaneously within a real-world context.

In many ways, performance-based assessments represent the highest level of key assessment. It’s akin to a student who’s been taking flying lessons: They’ve passed all their written exams, completed various tasks assigned by their instructor, and now they’re ready to fly solo. This last step is where they demonstrate competency. Of course, in this context, true competency is determined by whether or not they can successfully take off, fly the aircraft, and land safely. In nursing, teaching, music, foreign language, and engineering, students demonstrate their proficiency in very different ways. But they are all excellent indicators of not only what students know and able to do—their performance is also indicative of the program’s quality.

How are Key Assessments Used in Quality Assurance?

Each key assessment provides a snapshot of data about a given program. When viewed in isolation, each one represents one piece of a giant jigsaw puzzle. But when considered in groups or altogether, the insight we can glean is much more powerful.

When we are able to consider the results of key assessments that measure similar things, we achieve triangulation, which is akin to a three-legged stool. One leg allows the stool to stand but that’s about all. Two legs balance it out a bit but three give the stool maximum balance and strength. It’s the same with assessments and the data we are able to harvest from them.

When we have multiple key assessments, we’re able to look at data over multiple administrations over time. That means we’re able to more easily identify specific trend lines and patterns in the data. This enables us to draw conclusions with much greater confidence for the purpose of programmatic decision making. And that’s the heart and soul of quality assurance.

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About the Author: A former public-school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialties: Council for the Accreditation of Educator Preparation (CAEP) and the Association for Advancing Quality in Educator Preparation (AAQEP).  She can be reached at: Roberta@globaleducationalconsulting.com

Top Photo Credit: ThisisEngineering on Unsplash

 

Transforming Higher Education: The Power of Student Mentoring Programs

Posted on by Roberta Ross-Fisher
Mentoring

Introduction

In the ever-evolving landscape of higher education, the quest for student success remains a central concern for colleges and universities across the United States. While academic advisors play a pivotal role in guiding students through their educational journey, a more personalized and intensive approach is required to meet the needs of at-risk students. This is where student mentoring programs step in. Here I explore the concept of student mentoring in higher education — delving into its benefits, potential drawbacks, and its significant role in enhancing institutional effectiveness and accreditation efforts.

Understanding the Role of a Student Mentor

In traditional academic advising, the primary focus is on helping students chart their academic paths and assisting with course registration. However, there exists a group of students who require a more hands-on and personalized approach. These students, often referred to as at-risk, may struggle with various aspects of their college experience, be it academic, financial, or personal. A student mentor is a specially trained individual who goes beyond the traditional academic advisor’s role.

A mentor typically:

  • Interacts with students regularly: A mentor engages with the student multiple times each month through various communication channels, including email, phone calls, text messages, virtual conferences, or in-person meetings. This frequent interaction helps build a strong support system for the student.
  • Acts as a liaison: A mentor serves as a bridge between the student and various university services. If a student encounters difficulties with financial aid applications, the mentor can either assist directly or connect the student with the appropriate staff in the Financial Aid office. Similarly, if a student is struggling academically, the mentor can facilitate tutoring services.
  • Monitors student progress: If a student begins to miss classes or falls behind in their coursework, the mentor plays a proactive role in reaching out to the student. They work with the student to identify the reasons for their struggles and collaboratively develop a plan for academic success.

The Benefits of a Strong Mentoring Model

The traditional academic advising model often relies on students seeking assistance, which may not be sufficient for at-risk students. However, a strong mentorship model, where a mentor is assigned to a student upon matriculation and remains with them until graduation, offers numerous advantages:

  • Improved Student Success: A mentor’s consistent support and guidance significantly contribute to student success. At-risk students often face challenges that can derail their academic progress, and a mentor helps address these issues promptly, leading to higher achievement and improved GPA.
  • Enhanced Student Retention: By closely monitoring a student’s academic journey, a mentor can identify and address issues that may lead to dropouts. This proactive approach contributes to higher retention rates, which is a key concern for colleges and universities.
  • Greater Student Satisfaction: The personal connection and support provided by mentors lead to increased student satisfaction. Knowing there is someone dedicated to their success boosts students’ morale and confidence.
  • Improved Institutional Effectiveness: A well-structured mentorship program aligns with institutional effectiveness goals. It provides a systematic approach to monitor, support, and measure student success, helping institutions meet accreditation standards more effectively.
  • Accreditation Compliance: Accreditation bodies, such as the Higher Learning Commission (HLC), the Association for Biblical Higher Education (ABHE), and the Council for the Accreditation of Educator Preparation (CAEP), emphasize the importance of demonstrating support for student success. A strong mentorship program positions institutions to meet these requirements effectively.

Challenges and Drawbacks to a Mentoring Model

While student mentoring programs offer immense benefits, there are challenges and potential drawbacks that institutions need to consider:

  • Financial Costs: Implementing a mentorship program requires hiring and training mentors, which can strain an institution’s budget. However, the long-term benefits often outweigh the initial costs.
  • Workload for Mentors: Mentors must be dedicated and properly trained to address a wide range of student needs. The workload can be intensive, and managing a caseload of at-risk students requires effective time management and organizational skills.
  • Scalability: Scaling a mentorship program to accommodate a growing student population can be challenging. Institutions must carefully plan and allocate resources to ensure the program’s success as the student body expands.
  • Cultural Shift: Shifting from a traditional academic advising model to a mentorship program may require a cultural shift within the institution. Faculty, staff, and students need to adapt to the new approach.

Practical Steps for Implementing a Student Mentorship Program

To successfully implement a student mentorship program in your institution, consider the following practical steps:

  • Assess Student Needs: Identify the specific needs of your student population. Conduct surveys, focus groups, and data analysis to understand the challenges at-risk students face.
  • Define Mentor Roles: Clearly outline the roles and responsibilities of mentors. Determine how they will interact with students and which services they will connect students with.
  • Mentor Training: Invest in comprehensive training for mentors, covering areas such as academic support, communication skills, and campus resources. Training is crucial for ensuring mentors are well-prepared to assist students effectively.
  • Integration with Existing Services: Ensure seamless integration with existing university services, such as academic advising, financial aid, and tutoring. Mentors should collaborate with these services to provide holistic support.
  • Data and Monitoring: Implement a data-driven approach to monitor the program’s impact on student success. Regularly assess the program’s effectiveness and make adjustments as needed.
  • Student Outreach: Promote the mentorship program to incoming students and engage them from day one. Assign mentors to students upon matriculation to establish a strong support system from the start.
  • Resources Allocation: Allocate necessary resources, both in terms of personnel and budget, to support the program. Consider seeking external funding sources if needed.

Conclusion

In the quest for higher education excellence and student success, student mentoring programs play a pivotal role. These programs provide a more personalized, proactive, and comprehensive approach to supporting at-risk students, ultimately leading to improved retention, student satisfaction, and academic success. While there are financial and logistical challenges, the long-term benefits, including compliance with accreditation standards and institutional effectiveness goals, make student mentoring a worthwhile investment for colleges and universities.

In a rapidly changing higher education landscape, the transformational power of student mentoring programs can be the catalyst for lasting change, ensuring that all students have the opportunity to thrive and succeed in their academic pursuits.

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com

Top Photo Credit:  Monica Melton on Unsplash