Skip to main content
SpringerLink
Log in

Organizational Practices Enhancing the Influence of Student Assessment Information in Academic Decisions

  • Published:
Research in Higher Education Aims and scope Submit manuscript

Abstract

Student assessment should not be undertaken as an end in itself but as a means to educational and institutional improvement. The purpose of our study is to provide systematic empirical evidence of how postsecondary institutions support and promote the use of student assessment information in academic decision making. We use linear regression to determine which institutional variables are related to whether student assessment data is influential in academic decisions. Our conclusion is that student assessment data has only a marginal influence on academic decision making. Our data show there is slightly more influence on educationally related decisions than on faculty-related decisions, but in neither case is student assessment data very influential. Nonetheless, we did find several significant predictor variables in our model, including: the number of institutional studies relating students' performance to their interactions with the institution; conducting student assessment to improve internal institutional performance; involving student affairs personnel in student assessment; the extent of student assessment conducted; and the extent of professional development related to student assessment that is offered to faculty, staff, and administrators. These findings vary by institutional type.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Alexander, J. M., & Stark, J. S. (1986). Focusing on student academic outcomes: A working paper. Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

    Google Scholar 

  • American Association for Higher Education. (1992). Principles of good practice for assessing student learning. Washington, DC: Author.

    Google Scholar 

  • Aper, J. P., Cuver, S. M., & Hinkle, D. E. (1990). Coming to terms with the accountability versus improvement debate in assessment. Higher Education, 20, 471–483.

    Google Scholar 

  • Astin, A. W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: American Council on Education/ Macmillan.

    Google Scholar 

  • Banta, T. W. & Associates (Eds.). (1993). Making a difference: Outcomes of a decade of assessment in higher education. San Francisco: Jossey-Bass.

    Google Scholar 

  • Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (Eds.). (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.

    Google Scholar 

  • Barak, R. J., & Sweeney, J. D. (1995). Academic program review in planning, budgeting, and assessment. In R. J. Barak & L. A. Mets (Eds.), Using academic program review (New Directions for Institutional Research No. 86, pp. 3–17). San Francisco: Jossey-Bass.

    Google Scholar 

  • Bowen, H. R. (1977). Investment in learning: The individual and social value of American higher education. San Francisco: Jossey-Bass.

    Google Scholar 

  • Braskamp, L. A. (1991). Purposes, issues, and principles of assessment. NCA Quarterly, 66(2), 417–429.

    Google Scholar 

  • Cowart, S. C. (1990). A survey on using student outcomes measures to assess institutional effectiveness. Iowa City, IA: American College Testing Program.

    Google Scholar 

  • Duvall, B. (1994). Obtaining student cooperation for assessment. In T. H. Bers, & M. L. Mittler (Eds.), Assessment and testing: Myths and realities (New Directions for CommunityColleges No. 88, pp. 47–52). San Francisco: Jossey-Bass.

    Google Scholar 

  • Eisenman, C. D. (1991). Faculty participation in assessment programs. NCA Quarterly, 66(2), 458–464.

    Google Scholar 

  • El-Khawas, E. (1988). Campus trends 1988. Higher Education Panel Report No. 77. Washington, DC: American Council on Education.

    Google Scholar 

  • El-Khawas, E. (1990). Campus trends 1990. Higher Education Panel Report No. 80. Washington, DC: American Council on Education.

    Google Scholar 

  • El-Khawas, E. (1992). Campus trends 1992. Higher Education Panel Report No. 82. Washington, DC: American Council on Education.

    Google Scholar 

  • El-Khawas, E. (1995). Campus trends 1995. Higher Education Panel Report No. 85. Washington, DC: American Council on Education.

    Google Scholar 

  • Erwin, T. D. (1991). New opportunities: How student affairs can contribute to outcomes assessment. In U. Delworth, G. R. Hanson, & Associates (Eds.), Student services: A handbook for the profession (2nd ed., pp. 584–603). San Francisco: Jossey-Bass.

    Google Scholar 

  • Ewell, P. T. (1984). The self-regarding institution: Information for excellence. Boulder, CO: National Center for Higher Education Management Systems.

    Google Scholar 

  • Ewell, P. T. (1987a). Assessment, accountability, and improvement: Managing the contradiction. Boulder, CO: National Center for Higher Education Management Systems.

    Google Scholar 

  • Ewell, P. T. (1987b). Assessment: Where are we? The implications of new state mandates. Change, 19(1), 23–28.

    Google Scholar 

  • Ewell, P. T. (1987c). Establishing a campus-based assessment program. In D. F. Halpern (Ed.), Student outcomes assessment: What institutions stand to gain. (New Directions for Higher Education No. 59, pp. 9–24). San Francisco: Jossey-Bass.

    Google Scholar 

  • Ewell, P. T. (1988a). Implementing assessment: Some organizational issues. In T. W. Banta (Ed.), Implementing outcomes assessment: Promise and perils (New Directions for Institutional Research No. 59, pp. 15–28). San Francisco: Jossey-Bass.

    Google Scholar 

  • Ewell, P. T. (1988b). Outcomes, assessment, and academic improvement: In search of usable knowledge. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. IV, pp. 53–108). New York: Agathon Press.

    Google Scholar 

  • Ewell, P. T. (1997). Strengthening assessment for academic quality improvement. In M. W. Peterson, D. D. Dill, L. A. Mets, & Associates (Eds.), Planning and management for a changing environment: A handbook on redesigning postsecondary institutions (pp. 360–381). San Francisco: Jossey-Bass.

    Google Scholar 

  • Fong, B. (1988). Assessing the departmental major. In J. H. McMillan (Ed.), Assessing students' learning (New Directions for Teaching and Learning No. 34, pp. 71–83). San Francisco: Jossey-Bass.

    Google Scholar 

  • Gentemann, K. M., Fletcher, J. J., & Potter, D. L. (1994). Refocusing the academic program review on student learning. In M. K. Kinnick (Ed.), Providing useful information for deans and department chairs (New Directions for Institutional Research No. 84, pp. 31–46). San Francisco: Jossey-Bass.

    Google Scholar 

  • Gill, W. E. (1993, June). Conversations about accreditation: Middle States Association of Colleges and Schools. Focusing on outcomes assessment in the accreditation process. Paper presented at the Double Feature Conference on Assessment and Continuous Quality Improvement of the American Association for Higher Education, Chicago, IL. (ERIC Document Reproduction Service No. ED 358-792.)

  • Gray, P. J., & Banta, T. W. (Eds.) (1997). The campus-level impact of assessment: Progress, problems, and possibilities (New Directions for Higher Education No. 100). San Francisco: Jossey-Bass.

    Google Scholar 

  • Halpern, D. F. (Ed.). (1987). Student outcomes assessment: What institutions stand to gain (New Directions for Higher Education No. 59). San Francisco: Jossey-Bass.

    Google Scholar 

  • Hyman, R. E., Beeler, K. J., & Benedict, L. G. (1994). Outcomes assessment and student affairs: New roles and expectations. NASPA Journal, 32(1), 20–30.

    Google Scholar 

  • Jacobi, M., Astin, A., & Ayala, F. (1987). College student outcomes assessment: A talent development perspective (ASHE-ERIC Higher Education Report No. 7). Washington, DC: Association for the Study of Higher Education.

    Google Scholar 

  • Johnson, R., McCormick, R. D., Prus, J. S., & Rogers, J. S. (1993). Assessment options for the college major. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 151–167). San Francisco: Jossey-Bass.

    Google Scholar 

  • Johnson, R., Prus, J., Andersen, C. J., & El-Khawas, E. (1991). Assessing assessment: An in-depth status report on the higher education assessment in 1990. Higher Education Panel Report No. 79. Washington, DC: American Council on Education.

    Google Scholar 

  • Kasworm, C. E., & Marienau, C. (1993). Assessment strategies for adult undergraduate students. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 121–134). San Francisco: Jossey-Bass.

    Google Scholar 

  • Knight, M. E., & Lumsden, D. (1990). Outcomes assessment: Creating principles, policies, and faculty involvement. ACA Bulletin, 72, 27–34.

    Google Scholar 

  • Lenning, O. T., Lee, Y. S., Micek, S. S., & Service, A. L. (1977). A structure for the outcomes of postsecondary education. Boulder, CO: National Center for Higher Education Management Systems.

    Google Scholar 

  • Loacker, G., & Mentkowski, M. (1993). Creating a culture where assessment improves learning. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 5–24). San Francisco: Jossey-Bass.

    Google Scholar 

  • Marchese, T. J. (1988). The uses of assessment. Liberal Education, 74(3), 23–26.

    Google Scholar 

  • Mentkowski, M. (1991). Creating a context where institutional assessment yields educational improvement. Journal of General Education, 40, 255–283.

    Google Scholar 

  • Muffo, J. A. (1992). The status of student outcomes assessment at NASULGC member institutions. Research in Higher Education, 33, 765–774.

    Google Scholar 

  • Ory, J. C., & Parker, S. A. (1989). Assessment activities at large, research universities. Research in Higher Education, 30, 375–385.

    Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.

    Google Scholar 

  • Patton, G. W., Dasher-Alston, R., Ratteray, O. M. T., & Kait, M. B. (1996). Outcomes assessment in the Middle States Region: A report on the 1995 outcomes assessment survey. Philadelphia, PA: Commission on Higher Education of the Middle States Association of Colleges and Schools.

    Google Scholar 

  • Peterson, M. W., & Augustine, C. H. (in press). External and Internal Influences on Institutional Approaches to Student Assessment: Accountability or Improvement. Research in Higher Education.

  • Peterson, M. W., Einarson, M. K., Trice, A. G., & Nichols, A. R. (1997). Improving organizational and administrative support for student assessment: A review of the research literature. (National Center for Postsecondary Improvement). Stanford, CA: Stanford University, NCPI.

    Google Scholar 

  • Peterson, M. W., Einarson, M. K., Augustine, C. H., & Vaughan, D. S. (1999). Institutional support for student assessment: Methodology and results of a national survey. Ann Arbor: University of Michigan, National Center for Postsecondary Improvement.

    Google Scholar 

  • Richarde, R. S., Olny, C. A., & Erwin, T. D. (1993). Cognitive and affective measures of student development. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 179–195). San Francisco: Jossey-Bass.

    Google Scholar 

  • Rossman, J. E., & El-Khawas, E. (1987). Thinking about assessment: Perspectives for presidents and chief academic officers. Washington, DC: American Council on Education and the American Association for Higher Education.

    Google Scholar 

  • Ryan, G. J. (1993). After accreditation: How to institutionalize outcomes-based assessment. In C. Praeger (Ed.), Accreditation of the two-year college (New Directions for Community Colleges No. 83, pp. 75–81). San Francisco: Jossey-Bass.

    Google Scholar 

  • Steele, J. M., & Lutz, D. A. (1995). Report of ACT's research on postsecondary assessment needs. Iowa City, IA: American College Testing Program.

    Google Scholar 

  • Steele, J. M., Malone, F. E., & Lutz, D. A. (1997). Second report of ACT's research on postsecondary assessment needs. Iowa City, IA: American College Testing Program. Student financial aid: Education can do more to screen schools before students receive aid: Report to the chairman, Subcommittee on Postsecondary Education, Committee on Education and Labor, House of Representatives. (1991). Washington, DC: General Accounting Office, Division of Human Resources. (ERIC Document Reproduction Service No. ED 350 938.)

    Google Scholar 

  • Terenzini, P. T. (1989). Assessment with open eyes: Pitfalls in studying student outcomes. Journal of Higher Education, 60, 644–664.

    Google Scholar 

  • Thomas, A. M. (1991). Consideration of the resources needed in an assessment program. NCA Quarterly, 66(2), 430–443.

    Google Scholar 

  • Twomey, J. L., Lillibridge, F., Hawkins, L., & Reidlinger, C. R. (1995, March). SPRE and the NMSU-A integrated assessment and strategic planning (IASP) process: What we've learned and where we're going. Paper presented at the New Mexico Higher Education Assessment Conference, Albuquerque, NM. (ERIC Document Reproduction Service No. ED 388 341.)

  • Walleri, R. D., & Seybert, J. A. (1993). Demonstrating and enhancing community college effectiveness. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 87–102). San Francisco: Jossey-Bass.

    Google Scholar 

  • Williford, A. M., & Moden, G. O. (1993). Using assessment to enhance quality. In T. W. Banta & Associates (Eds.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 40–53). San Francisco: Jossey-Bass.

    Google Scholar 

  • Wolff, R. A., & Harris, O. D. (1995). Using assessment to develop a culture of evidence. In D. Halpern (Ed.), Changing college classrooms: New teaching and learning strategies for an increasingly complex world (pp. 271–288). San Francisco: Jossey-Bass.

    Google Scholar 

  • Woodard, D. B., Jr., Hyman, R., von Destinon, M., & Jamison, A. (1991). Student affairs and outcomes assessment: A national survey. NASPA Journal, 29(1), 17–23.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Michigan, 2117E SEB, 610 E. University, Ann Arbor, MI, 48109–1259

    Marvin W. Peterson

  2. University of Michigan, USA

    Catherine H. Augustine

Authors
  1. Marvin W. Peterson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Catherine H. Augustine
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Peterson, M.W., Augustine, C.H. Organizational Practices Enhancing the Influence of Student Assessment Information in Academic Decisions. Research in Higher Education 41, 21–52 (2000). https://doi.org/10.1023/A:1007038212131

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1007038212131

Keywords

Search

Navigation