EDUC 784 Assessment & Accreditation

The purpose of this course is to explore assessment programs and research that informs planning and results in measurable improvements for students. The course will also explore how assessment can be used to align programs with the goals and values of the institution, while satisfying accreditation requirements.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Course Guide

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Higher education administrators, faculty, and staff are regularly called upon to participate in carrying out the wide array of assessment and accreditation processes at their institutions. These key stakeholders need to be knowledgeable of all aspects of these processes, and they need to possess the skills needed to successfully complete all aspects of the assessment and accreditation requirements that bear upon their respective areas of responsibility. Including this course in the Ph.D. program ensures that students completing the program have the opportunity to acquire such necessary knowledge and skills.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each written Discussion. Each thread must be at least 500 words and demonstrate course-related knowledge. Current APA formatting must be used and at least 6 different sources must be cited—one of which must be a biblical source. In addition to the thread, the candidate is required to reply to two classmates’ threads with citations to at least two scholarly and/or biblical sources. Each reply must be at least 150 words. (CLO: A, B, D)

Video Discussion: Assessment and Accreditation Consulting

For this video discussion, the candidate is required to post a 10–15-minute video of themselves presenting a PowerPoint Presentation in response to the provided prompt. The PowerPoint presentation must be at least 15-20 slides and demonstrate course-related knowledge. Current APA formatting must be used and at least six different sources must be cited—four of which must be peer-reviewed. In addition to the video for the thread prompt, the candidate is required to post video replies for to two classmates’ threads. Each reply must be a video of at least 5–10 minutes and contain verbal citations and written reference entries to at least two scholarly and/or biblical sources. (CLO: A, B, D)

Research Paper Assignments (3)

The candidate will write three 3–5-page research-based papers in current APA format that focus on the specific topic indicated. Each paper must include at least six references, one of which must be a biblical source. (CLO: A, B, C, D, E, F)

Research Paper: Assessment Types, Processes, and Accreditation Standards Assignment

In order to carry out assessment and accreditation processes in higher education there need to be theoretical models that assessment practitioners can use to guide their efforts. Universities and colleges use the guidance of such models to create their own assessment processes. It is vital that all stakeholders at the institution be involved in planning and conducting assessment processes to produce improvements across the institution and the documentation necessary to demonstrate that the accrediting agency’s standards are being met.

Research Paper: Liberal and General Education, Learning Experiences, and Assessments by Faculty Assignment

Liberal Arts Education has a long history from classical antiquity to the present. With the 19th century advent of universities offering academic majors and minors the concept of General Education has emerged. Higher education leaders need to be familiar with these forms of education and how they continue to evolve. These leaders also need to understand how various forms of learning experiences can allow students to demonstrate that they have successfully achieved Liberal Arts and General Education learning outcomes as well as outcomes within a specific discipline. Higher education leaders also need to weigh the extent to which they will require their faculty to engage in the assessment of these types of outcomes

Research Paper: Institutional Effectiveness and Management of Assessment Assignment

Regional Accreditation Agencies encourage continuous improvement by requiring institutions of higher education to conduct internal Institutional Effectiveness (IE) processes. Educational leaders need to understand both the accreditation requirements governing these IE processes and how to manage the processes successfully. All such processes need to be informed by the institution’s mission, vision, and core values. Leaders also need to understand the nature and purpose of local and national direct and indirect methods of assessment that are utilized institution-wide to gather improvement and compliance data. They also need to ensure that such data is analyzed so the results can be reported to stakeholders, one of the most important being the institution’s regional accrediting agency.

Quizzes (4)

The candidate will complete 4 quizzes, which will cover the textbook readings in their assigned modules. The quizzes will be open-book/open-notes and will contain a combination of 20 multiple-choice or true/false questions. All four quizzes have a time limit of two hours. (CLO: A, B, C, D, E, F)

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