Standard 19: H. Institutional Assessment

Standard 19: H. Institutional Assessment


One of the most crucial responsibilities of any institution is to determine how well it is accomplishing its mission. While there are many ways of assessing the mission, one such way is the institution’s Comprehensive Assessment Plan which will involve the identification of outcomes, assessment to determine the extent to which they are achieved, and evidence of institutional improvement based on an analysis of the results in each of the following areas:

  • Administration,
  • Academics and Student Learning,
  • Student Services,
  • Finances
  • Facilities and Equipment

1. Assessment Plan

Standards and Evaluative Criteria




2. Administration

Administrative personnel have job descriptions and performance criteria that are appropriate to the position.

Standards and Evaluative Criteria


3. Academic and Student Learning

The assessment of educational quality and effectiveness involves a process for evaluating faculty, programs, and student learning. Although there are many evaluation models, it is important that the Institution regularly assesses the fulfillment of its mission and objectives.

The curriculum is evaluated regularly. Normally, each course and major is assessed every three or five years to determine program currency and viability. The outcome of this assessment answers questions such as

  • Is the curriculum content sequenced to enable students to move from basic to complex levels of learning?
  • Is the content appropriate for the degree level?
  • Is the curriculum for professional programs designed to provide students the necessary tools for the profession?
  • Are resources adequate to support the curriculum effectively?

Regular evaluations are completed for all faculty including educational qualifications, experiences, and teaching skills. The goal of this assessment is to improve instruction. A process for measuring teaching proficiency is developed and may be accomplished through peer review, student survey, administrative evaluation, or a combination of these and other tools.

Measurable learning outcomes for each major/program set the stage for the assessment of student learning and measuring institutional effectiveness. The type of program used to assess learning outcomes will be determined by each institution based on the programs and goals of instruction. Possible approaches in assessing learning outcomes are

  • Course Embedded Assessment
  • Student Portfolios
  • Capstone Courses
  • Standardized Achievement Tests
  • Peer Evaluation
  • Observation
  • Pre-Post Testing

The assessment of student learning outcomes involves the collection and analysis of relevant data. Possible methods for generating and assessing this data include

  • Interviews with students and graduates
  • Involvement of professionals in curriculum development and maintenance
  • Surveys of recent graduates
  • Surveys of employers of graduates
  • Performance of graduates in graduate schools
  • Performance of graduates of professional programs on licensure examinations

Academic assessment focuses on student learning outcomes and their implications for the programs and the institution.

Program outcomes are assessed as a means of determining the success of the institution in accomplishing the reaching of the outcomes which have been adopted. These may include retention rates, completion rates, graduation rates, job placement rates, and licensure rates. (See Appendix A for the Accreditation Commission adopted Benchmarks.) The analysis of this data leads the review of and possible modification of program goals or modification of instructional delivery to meet the established program goals.

Standards and Evaluative Criteria







4. Student Services

The institution establishes and publishes a set of goals and objectives for all Student Services areas. The objectives are written in measurable terms. The assessment data are directed toward changes made to improve the program.

Standards and Evaluative Criteria


5. Finances

Financial resources are sufficient to support student learning programs and services. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term solvency.

The institution utilizes an on-going process of financial analysis to assure the current and future financial condition of the institution.

Standards and Evaluative Criteria



6. Facilities and Equipment

The institution utilizes on-going assessment for the purpose of assuring that facilities and equipment (including technology) are adequate to support the educational programs and support services required.

Standards and Evaluative Criteria