Outcomes-Based

"Chapter 2: Definition and Rationale for Outcomes-Based Assessment" - Bresciani, Gardner, and Hickmott

This chapter delves into the meaning of outcomes-based assessment; "a systematic and critical process that yields information about what programs, services, or functions of a student affairs department or division positively contribute to students' learning and success, and which ones should be improved" (16). 

Outcomes-based assessment can have two focuses: progress or achievement. This reminded me of the reading this week by Keeling about assessment being either formal or informal. I know both are applicable to achievement and progress; however, it seems that tracking achievement would require a more formalized process. To achieve something, there is an "end" or finality associated with the achievement. Informal coincides with progress through to the day-to-day advising we do as professionals with our students, colleagues, and fellow community members. 

The authors also point out that campus culture should be taken into account when using the results from an assessment project. I would dare to say that the culture should be in consideration when developing the assessment as well. Campus culture affects how many things are run; I find myself constantly trying to find the best ways to communicate with the campus, receive feedback and involvement, and refine or adapt practices to best serve the community. 

"The more a student engages in the campus community, the more the student will persist in his or her higher education and the more likely the student will succeed academically" (20). 

Why? If the students see their extracurricular involvement as a separate entity from their school work, why is it that one can motivate the success of the other? In my experience as a student leader on campus, I tried harder in my academics when I knew that certain positions I held had a GPA requirement. But that was never a conversation held between my academic advisor or professors with my organization advisors; somehow on my own, I made the connection of one side having the potential to influence the other. 

Due to the personal development opportunities, students gain motivation to put forth their best efforts, which, in time, reflects the university's mission.