Utilization and Perceived Utility of Institutional Administrative and Student Affairs Assessment Resources

Authors

Cynthia D. Groover, Georgia Southern UniversityFollow
Juliann Sergi McBrayer, Georgia Southern UniversityFollow
Richard E. Cleveland, Georgia Southern UniveristyFollow
Amy Jo Riggs, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

2020

Publication Title

Research and Practice in Assessment

Abstract

Many institutions implement assessment teams as resources to develop faculty and staff knowledge of and confidence in programmatic assessment processes. Additional resources may include rubrics or peer review and feedback, but effectiveness of these resources is rarely evaluated. Programmatic assessment allows institutions to examine the impact of multiple resources to determine which positively impact assessment outcomes. This quantitative study examined administrative and student affairs units’ perceptions of assessment resources supported by the Office of Institutional Effectiveness (OIE) at one large public, southeastern university. The findings corroborated the positive impact of rubrics and peer review and feedback, providing a basis for continued support of many of the institution’s existing resources. Although institutions cannot control the utilization of resources available, they can be more certain that the resources provided are beneficial to those who seek them.

Comments

©2019 Copyright Research & Practice in Assessment

Recommended Citation

Groover, Cynthia D., Juliann Sergi McBrayer, Richard E. Cleveland, Amy Jo Riggs. 2020. "Utilization and Perceived Utility of Institutional Administrative and Student Affairs Assessment Resources." Research and Practice in Assessment, 14: 52-64: The Virginia Assessment Group. source: https://www.rpajournal.com/utilization-and-perceived-utility-of-institutional-administrative-and-student-affairs-assessment-resources/
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/187