Lessons Learned from a Decade of Assessment. AIR 1996 Annual Forum Paper.

Principles for college outcomes assessment, as outlined in the literature, are reviewed. Drawing on the experience of the Virginia State Polytechnic Institute and State University (Virginia Tech) during a decade of state-mandated outcomes assessment, a number of salient issues are identified. Faculty and academic issues include these: faculty resistance to assessment and accountability; relationship of faculty development to assessment; maintaining continuity year-to-year; and continuous assessment and resulting curricular adjustment in academic units. Administrative considerations concern: data dissemination; financial support for assessment activities; curriculum changes resulting from frequent assessment; student involvement in learning; placement testing; evaluating success in introductory courses; qualifications of assessment personnel; and cooperation between assessment, institutional research, and planning. One additional issue is that at the state and national levels there appears to be a trend toward standardization of testing and opinion surveys. The paper foresees such trends as: statewide student testing; increased use of numerical indicators; common satisfaction questions such as those in alumni surveys; use of peer studies; increased sophistication of disciplinary accreditation bodies; close scrutiny of innovations; and increased pressure for assessment from the business sector. (MSE)