2015 Faculty Survey of Assessment Culture Frequency Tables Pellissippi State Community College 61 Respondents out of 321 invited = 19.00% response rate Scale: =6; =5; Only Slightly =4; =3; =2; Strongly =1. Empty response categories have been omitted. Assessment is expected as part of my institution's continuous improvement process. Only Slightly Frequency 31 50.8 50.8 50.8 27 44.3 44.3 95.1 3 4.9 4.9 100.0 100.0 Assessment is an exercise primarily for compliance purposes. Only Slightly Strongly Frequency 7 11.5 11.5 11.5 14 23.0 23.0 34.4 18 29.5 29.5 63.9 1 1.6 1.6 65.6 16 26.2 26.2 91.8 5 8.2 8.2 100.0 100.0 The purpose of assessment depends largely on who is asking for assessment results. Only Slightly Strongly Frequency 18 29.5 29.5 29.5 25 41.0 41.0 70.5 8 13.1 13.1 83.6 3 4.9 4.9 88.5 6 9.8 9.8 98.4 1 1.6 1.6 100.0 100.0 Page 1
The purpose of assessment is clearly understood at my institution. Only Slightly Strongly Frequency 5 8.2 8.2 8.2 23 37.7 37.7 45.9 21 34.4 34.4 80.3 3 4.9 4.9 85.2 8 13.1 13.1 98.4 1 1.6 1.6 100.0 100.0 If assessment was not required I would not be doing it. Only Slightly Strongly Frequency 6 9.8 9.8 9.8 8 13.1 13.1 23.0 2 3.3 3.3 26.2 2 3.3 3.3 29.5 28 45.9 45.9 75.4 15 24.6 24.6 100.0 100.0 Assessments of programs are typically connected back to student learning. Only Slightly Strongly Frequency 13 21.3 21.3 21.3 24 39.3 39.3 60.7 13 21.3 21.3 82.0 2 3.3 3.3 85.2 8 13.1 13.1 98.4 1 1.6 1.6 100.0 100.0 Page 2
Assessment efforts do not have a clear focus. Only Slightly Strongly Frequency 5 8.2 8.3 8.3 14 23.0 23.3 31.7 13 21.3 21.7 53.3 5 8.2 8.3 61.7 17 27.9 28.3 90.0 6 9.8 10.0 100.0 60 98.4 100.0 1 1.6 Assessment is a "necessary evil" in higher education. Only Slightly Strongly Frequency 3 4.9 5.0 5.0 17 27.9 28.3 33.3 8 13.1 13.3 46.7 8 13.1 13.3 60.0 17 27.9 28.3 88.3 7 11.5 11.7 100.0 60 98.4 100.0 1 1.6 Assessment is conducted based on the whims of the people in charge. Only Slightly Strongly Frequency 6 9.8 10.0 10.0 10 16.4 16.7 26.7 6 9.8 10.0 36.7 7 11.5 11.7 48.3 20 32.8 33.3 81.7 11 18.0 18.3 100.0 60 98.4 100.0 1 1.6 Page 3
Discussions about student learning are at the heart of my institution's assessment effort. Only Slightly Strongly Frequency 14 23.0 23.0 23.0 22 36.1 36.1 59.0 12 19.7 19.7 78.7 5 8.2 8.2 86.9 5 8.2 8.2 95.1 3 4.9 4.9 100.0 100.0 Assessment processes yield evidence of my institution's effectiveness. Only Slightly Strongly Frequency 9 14.8 14.8 14.8 22 36.1 36.1 50.8 16 26.2 26.2 77.0 5 8.2 8.2 85.2 6 9.8 9.8 95.1 3 4.9 4.9 100.0 100.0 Please complete the following sentence with the single most appropriate response. " is the primary reason assessment is conducted at my institution." Other Access to financial resources Tradition Improving student learning Compliance with governmental mandates Accreditation Accountability Frequency 2 3.3 3.3 3.3 4 6.6 6.7 10.0 1 1.6 1.7 11.7 24 39.3 40.0 51.7 7 11.5 11.7 63.3 13 21.3 21.7 85.0 9 14.8 15.0 100.0 60 98.4 100.0 1 1.6 Page 4
It is clear who is ultimately in charge of assessment. Only Slightly Strongly Frequency 7 11.5 12.7 12.7 17 27.9 30.9 43.6 21 34.4 38.2 81.8 2 3.3 3.6 85.5 4 6.6 7.3 92.7 4 6.6 7.3 100.0 55 90.2 100.0 6 9.8 Faculty are in charge of assessment at my institution. Only Slightly Strongly Frequency 7 11.5 12.7 12.7 15 24.6 27.3 40.0 9 14.8 16.4 56.4 8 13.1 14.5 70.9 10 16.4 18.2 89.1 6 9.8 10.9 100.0 55 90.2 100.0 6 9.8 Senior leaders (i.e. President or Provost) have made clear their expectations regarding assessment. Only Slightly Strongly Frequency 4 6.6 7.5 7.5 12 19.7 22.6 30.2 21 34.4 39.6 69.8 5 8.2 9.4 79.2 9 14.8 17.0 96.2 2 3.3 3.8 100.0 53 86.9 100.0 8 13.1 Page 5
I can name the office at my institution that leads student assessment efforts for accreditation purposes. Only Slightly Strongly Frequency 17 27.9 30.9 30.9 14 23.0 25.5 56.4 4 6.6 7.3 63.6 5 8.2 9.1 72.7 13 21.3 23.6 96.4 2 3.3 3.6 100.0 55 90.2 100.0 6 9.8 I can name the office at my institution that leads assessment efforts for student learning. Only Slightly Strongly Frequency 11 18.0 20.0 20.0 12 19.7 21.8 41.8 9 14.8 16.4 58.2 6 9.8 10.9 69.1 14 23.0 25.5 94.5 3 4.9 5.5 100.0 55 90.2 100.0 6 9.8 Assessment is emphasized as part of the organizational culture. Only Slightly Strongly Frequency 11 18.0 22.4 22.4 15 24.6 30.6 53.1 15 24.6 30.6 83.7 4 6.6 8.2 91.8 2 3.3 4.1 95.9 2 3.3 4.1 100.0 49 80.3 100.0 12 19.7 Page 6
There is no systematic approach to assessment at my institution. Only Slightly Strongly Frequency 3 4.9 6.1 6.1 9 14.8 18.4 24.5 6 9.8 12.2 36.7 6 9.8 12.2 49.0 17 27.9 34.7 83.7 8 13.1 16.3 100.0 49 80.3 100.0 12 19.7 Assessment is primarily the responsibility of faculty members. Only Slightly Strongly Frequency 8 13.1 16.3 16.3 21 34.4 42.9 59.2 7 11.5 14.3 73.5 5 8.2 10.2 83.7 6 9.8 12.2 95.9 2 3.3 4.1 100.0 49 80.3 100.0 12 19.7 Assessment is primarily the responsibility of administrators. Only Slightly Strongly Frequency 1 1.6 2.0 2.0 4 6.6 8.2 10.2 18 29.5 36.7 46.9 7 11.5 14.3 61.2 14 23.0 28.6 89.8 5 8.2 10.2 100.0 49 80.3 100.0 12 19.7 Page 7
My institution is structured in a way that facilitates assessment practices focused on improved student learning. Only Slightly Strongly Frequency 10 16.4 19.6 19.6 16 26.2 31.4 51.0 10 16.4 19.6 70.6 3 4.9 5.9 76.5 8 13.1 15.7 92.2 4 6.6 7.8 100.0 51 83.6 100.0 10 16.4 Assessment for accreditation purposes is prioritized above other assessment efforts. Only Slightly Strongly Frequency 9 14.8 18.4 18.4 17 27.9 34.7 53.1 4 6.6 8.2 61.2 6 9.8 12.2 73.5 11 18.0 22.4 95.9 2 3.3 4.1 100.0 49 80.3 100.0 12 19.7 There are sufficient financial resources to make changes at my institution. Only Slightly Strongly Frequency 4 6.6 8.2 8.2 12 19.7 24.5 32.7 12 19.7 24.5 57.1 11 18.0 22.4 79.6 6 9.8 12.2 91.8 4 6.6 8.2 100.0 49 80.3 100.0 12 19.7 Page 8
A recommended change is more likely to be enacted if it is supported by assessment data. Only Slightly Strongly Frequency 11 18.0 22.0 22.0 22 36.1 44.0 66.0 6 9.8 12.0 78.0 6 9.8 12.0 90.0 3 4.9 6.0 96.0 2 3.3 4.0 100.0 50 82.0 100.0 11 18.0 Assessment is an organized, coherent effort at my institution Only Slightly Strongly Frequency 5 8.2 10.2 10.2 19 31.1 38.8 49.0 10 16.4 20.4 69.4 5 8.2 10.2 79.6 6 9.8 12.2 91.8 4 6.6 8.2 100.0 49 80.3 100.0 12 19.7 Assessment results have no impact on resource allocations. Only Slightly Strongly Frequency 2 3.3 4.4 4.4 3 4.9 6.7 11.1 12 19.7 26.7 37.8 12 19.7 26.7 64.4 15 24.6 33.3 97.8 1 1.6 2.2 100.0 45 73.8 100.0 16 26.2 Page 9
Assessment results are regularly shared throughout my institution. Only Slightly Strongly Frequency 4 6.6 8.3 8.3 12 19.7 25.0 33.3 14 23.0 29.2 62.5 4 6.6 8.3 70.8 13 21.3 27.1 97.9 1 1.6 2.1 100.0 48 78.7 100.0 13 21.3 Official institutional communications encourage assessment of student learning Only Slightly Strongly Frequency 5 8.2 10.6 10.6 17 27.9 36.2 46.8 12 19.7 25.5 72.3 3 4.9 6.4 78.7 9 14.8 19.1 97.9 1 1.6 2.1 100.0 47 77.0 100.0 14 23.0 Assessment results are NOT intended for distribution. Only Slightly Strongly Frequency 1 1.6 2.1 2.1 9 14.8 19.1 21.3 9 14.8 19.1 40.4 8 13.1 17.0 57.4 16 26.2 34.0 91.5 4 6.6 8.5 100.0 47 77.0 100.0 14 23.0 Page 10
Student assessment results are NOT regularly shared. Only Slightly Strongly Frequency 4 6.6 8.3 8.3 14 23.0 29.2 37.5 7 11.5 14.6 52.1 4 6.6 8.3 60.4 17 27.9 35.4 95.8 2 3.3 4.2 100.0 48 78.7 100.0 13 21.3 Assessment success stories are shared throughout my institution. Only Slightly Strongly Frequency 8 13.1 17.4 17.4 8 13.1 17.4 34.8 9 14.8 19.6 54.3 6 9.8 13.0 67.4 13 21.3 28.3 95.7 2 3.3 4.3 100.0 46 75.4 100.0 15 24.6 Faculty consistently receive assessment data from administrators. Only Slightly Strongly Frequency 1 1.6 2.1 2.1 11 18.0 23.4 25.5 8 13.1 17.0 42.6 7 11.5 14.9 57.4 15 24.6 31.9 89.4 5 8.2 10.6 100.0 47 77.0 100.0 14 23.0 Page 11
Assessment results are available from administrators by request. Only Slightly Strongly Frequency 1 1.6 2.2 2.2 20 32.8 44.4 46.7 14 23.0 31.1 77.8 4 6.6 8.9 86.7 5 8.2 11.1 97.8 1 1.6 2.2 100.0 45 73.8 100.0 16 26.2 Assessment results are regularly requested by colleagues at my institution. Only Slightly Strongly Frequency 1 1.6 2.3 2.3 9 14.8 20.5 22.7 11 18.0 25.0 47.7 11 18.0 25.0 72.7 11 18.0 25.0 97.7 1 1.6 2.3 100.0 44 72.1 100.0 17 27.9 Communication of assessment results has been effective. Only Slightly Strongly Frequency 2 3.3 4.3 4.3 12 19.7 26.1 30.4 9 14.8 19.6 50.0 10 16.4 21.7 71.7 6 9.8 13.0 84.8 7 11.5 15.2 100.0 46 75.4 100.0 15 24.6 Page 12
Decisions are made using assessment data. Only Slightly Strongly Frequency 6 9.8 13.0 13.0 22 36.1 47.8 60.9 11 18.0 23.9 84.8 3 4.9 6.5 91.3 2 3.3 4.3 95.7 2 3.3 4.3 100.0 46 75.4 100.0 15 24.6 Assessment results are used to scare faculty into compliance with what the administration wants. Only Slightly Strongly Frequency 3 4.9 6.4 6.4 5 8.2 10.6 17.0 3 4.9 6.4 23.4 4 6.6 8.5 31.9 25 41.0 53.2 85.1 7 11.5 14.9 100.0 47 77.0 100.0 14 23.0 Assessment data are regularly used in official institutional communications (e.g., speeches, publications, etc.). Only Slightly Frequency 2 3.3 4.5 4.5 15 24.6 34.1 38.6 13 21.3 29.5 68.2 4 6.6 9.1 77.3 10 16.4 22.7 100.0 44 72.1 100.0 17 27.9 Page 13
Assessment data are used to identify the extent to which student learning outcomes are met. Only Slightly Strongly Frequency 5 8.2 11.1 11.1 18 29.5 40.0 51.1 8 13.1 17.8 68.9 6 9.8 13.3 82.2 7 11.5 15.6 97.8 1 1.6 2.2 100.0 45 73.8 100.0 16 26.2 Assessment results are used for improvement. Only Slightly Frequency 4 6.6 8.5 8.5 23 37.7 48.9 57.4 13 21.3 27.7 85.1 3 4.9 6.4 91.5 4 6.6 8.5 100.0 47 77.0 100.0 14 23.0 Administrators use assessment to punish faculty members. Only Slightly Strongly Frequency 1 1.6 2.1 2.1 3 4.9 6.4 8.5 5 8.2 10.6 19.1 5 8.2 10.6 29.8 23 37.7 48.9 78.7 10 16.4 21.3 100.0 47 77.0 100.0 14 23.0 Page 14
Assessment results are criticized for going nowhere (i.e., not leading to change). Only Slightly Strongly Frequency 5 8.2 11.4 11.4 4 6.6 9.1 20.5 16 26.2 36.4 56.8 5 8.2 11.4 68.2 10 16.4 22.7 90.9 4 6.6 9.1 100.0 44 72.1 100.0 17 27.9 There is pressure to reveal only positive results from assessment efforts. Only Slightly Strongly Frequency 3 4.9 6.5 6.5 2 3.3 4.3 10.9 8 13.1 17.4 28.3 9 14.8 19.6 47.8 16 26.2 34.8 82.6 8 13.1 17.4 100.0 46 75.4 100.0 15 24.6 Senior leaders (i.e. president, provost, vice presidents) use assessment results in public ways (i.e., speeches, marketing efforts, media stories, etc). Only Slightly Frequency 6 9.8 14.3 14.3 14 23.0 33.3 47.6 15 24.6 35.7 83.3 3 4.9 7.1 90.5 4 6.6 9.5 100.0 42 68.9 100.0 19 31.1 Page 15
Change occurs more readily when supported by assessment results. Only Slightly Strongly Frequency 10 16.4 22.7 22.7 13 21.3 29.5 52.3 15 24.6 34.1 86.4 1 1.6 2.3 88.6 4 6.6 9.1 97.7 1 1.6 2.3 100.0 44 72.1 100.0 17 27.9 The majority of colleagues at my institution see assessment as focused on compliance requirements. Only Slightly Frequency 4 6.6 8.7 8.7 13 21.3 28.3 37.0 18 29.5 39.1 76.1 4 6.6 8.7 84.8 7 11.5 15.2 100.0 46 75.4 100.0 15 24.6 The majority of my colleagues at my institution are afraid of assessment. Only Slightly Frequency 1 1.6 2.2 2.2 8 13.1 17.8 20.0 6 9.8 13.3 33.3 7 11.5 15.6 48.9 23 37.7 51.1 100.0 45 73.8 100.0 16 26.2 Page 16
The majority of colleagues at my institution see assessment as improving student learning Only Slightly Strongly Frequency 2 3.3 4.3 4.3 17 27.9 37.0 41.3 12 19.7 26.1 67.4 6 9.8 13.0 80.4 5 8.2 10.9 91.3 4 6.6 8.7 100.0 46 75.4 100.0 15 24.6 I am not convinced that assessment is necessary. Only Slightly Strongly Frequency 4 6.6 8.7 8.7 3 4.9 6.5 15.2 7 11.5 15.2 30.4 4 6.6 8.7 39.1 16 26.2 34.8 73.9 12 19.7 26.1 100.0 46 75.4 100.0 15 24.6 The majority of administrators genuinely believe assessment supports student learning at my institution. Only Slightly Frequency 8 13.1 17.4 17.4 24 39.3 52.2 69.6 10 16.4 21.7 91.3 2 3.3 4.3 95.7 2 3.3 4.3 100.0 46 75.4 100.0 15 24.6 Page 17
It is difficult to get the majority of administrators to support assessment-based improvement efforts. Only Slightly Strongly Frequency 4 6.6 8.9 8.9 8 13.1 17.8 26.7 7 11.5 15.6 42.2 21 34.4 46.7 88.9 5 8.2 11.1 100.0 45 73.8 100.0 16 26.2 I engage in assessment because I am afraid of what will happen if I do not. Only Slightly Strongly Frequency 2 3.3 4.3 4.3 3 4.9 6.5 10.9 5 8.2 10.9 21.7 3 4.9 6.5 28.3 18 29.5 39.1 67.4 15 24.6 32.6 100.0 46 75.4 100.0 15 24.6 Assessment is perceived as a punishment (i.e., something I regret being assigned) Only Slightly Strongly Frequency 1 1.6 2.2 2.2 2 3.3 4.4 6.7 3 4.9 6.7 13.3 9 14.8 20.0 33.3 14 23.0 31.1 64.4 16 26.2 35.6 100.0 45 73.8 100.0 16 26.2 Page 18
Assessment is a threat to academic freedom. Only Slightly Strongly Frequency 3 4.9 6.8 6.8 3 4.9 6.8 13.6 4 6.6 9.1 22.7 7 11.5 15.9 38.6 15 24.6 34.1 72.7 12 19.7 27.3 100.0 44 72.1 100.0 17 27.9 Assessment processes are clearly understood by a majority of administrators at my institution. Only Slightly Strongly Frequency 4 6.6 9.3 9.3 17 27.9 39.5 48.8 10 16.4 23.3 72.1 7 11.5 16.3 88.4 4 6.6 9.3 97.7 1 1.6 2.3 100.0 43 70.5 100.0 18 29.5 The majority of administrators are eager to work with faculty. Only Slightly Strongly Frequency 7 11.5 14.9 14.9 24 39.3 51.1 66.0 8 13.1 17.0 83.0 3 4.9 6.4 89.4 3 4.9 6.4 95.7 2 3.3 4.3 100.0 47 77.0 100.0 14 23.0 Page 19
The majority of administrators do not care about assessment. Only Slightly Strongly Frequency 2 3.3 4.4 4.4 4 6.6 8.9 13.3 5 8.2 11.1 24.4 24 39.3 53.3 77.8 10 16.4 22.2 100.0 45 73.8 100.0 16 26.2 Assessment is a "good thing" for my institution to do. Only Slightly Strongly Frequency 11 18.0 23.9 23.9 23 37.7 50.0 73.9 10 16.4 21.7 95.7 1 1.6 2.2 97.8 1 1.6 2.2 100.0 46 75.4 100.0 15 24.6 Page 20