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

Cynthia D. Groover, Juliann Sergi McBrayer, Richard Cleveland, and Amy Jo Riggs   |    Volume Fourteen  |   

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.

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