Term of Award
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Amy Jo Riggs
Many institutions establish assessment teams to assist faculty in developing their knowledge of and confidence in conducting academic program assessment, and some extend these teams to address administrative and student affairs assessment as well. These teams may function as more formal distributed leadership models, as described by Spillane (2006), or they may be less formal groups with little or no leadership roles. Regardless of their level of formality, these teams are often used to implement other resources such as rubrics, peer review, and feedback, but the effectiveness of these resources and processes is not commonly reviewed through an intentionally designed programmatic assessment process. Programmatic assessment allows institutions to look at the impact of multiple resources and processes in place to determine which most positively impact assessment practices at institutions of higher education.
This study implemented a programmatic assessment to help one large, public southeastern institution answer questions about the effectiveness of the processes and resources in place in support of administrative and student affairs assessment. Determining the most appropriate processes and resources is especially important in case of institutional consolidation or merger. Study findings corroborate the positive effects of peer review, rubrics, and feedback and provide baseline data for the institution to begin a decision making process and determine, based on evidence collected, which resources and processes should be continued or modified as it proceeds with a consolidation.
Groover, Cynthia, 'A Meta-Assessment of an Institution's Administrative Assessment Processes" (2018).
Research Data and Supplementary Material