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The results are applied to a review of the intended outcomes, thereby revitalizing the process. ”16 The means of program and course assessment are divided into qualitative techniques (in which assessment tools are used to demonstrate the scope of a student’s achievement with information that usually cannot be quantified or counted) and quantitative techniques (in which assessment tools are used to produce numerical data that can be aggregated to indicate performance). ”20 Assessing institutional effectiveness includes documenting the university’s accomplishments in achieving defined purposes and using the information gathered for institutional planning and program improvement.
Objectives from NMSU’s goal 4 are more output-based; whereas CU–Boulder’s objectives, for the most part, are stated as student learning outcomes. How does CU–Boulder determine that it successfully (or, for that matter, unsuccessfully) meets the strategic directions covering its information literacy program? While the objectives appear to be assessable as outcomes, measures were not evident in the library’s published work reviewed. As a result, the question cannot be answered as of this writing.
20 Assessing institutional effectiveness includes documenting the university’s accomplishments in achieving defined purposes and using the information gathered for institutional planning and program improvement. [NMSU’s broad assessment efforts include] a commitment to evaluate institutional effectiveness throughout the teaching and learning process and the environment which supports it. Initial implementation of the program has focused primarily on the assessment of student learning and academic achievement—both because [they are] central to the institutional mission and because of the size and long-term nature of implementation, involving as it does all colleges and academic departments within the university.
An Action Plan for Outcomes Assessment in Your Library by Peter Hernon