Frequency Distributions 2014 Administrators' Survey of Assessment Culture

Frequency Distributions 2014 Administrators' Survey of Assessment Culture Copyright- 2014 Matthew B. Fuller. DRAFT results provided below are for discusison purposes only. Questions may be different than stat ed below. Note: Categories with no responses do not appear in the basic output below. Unless otherw ise noted, most responses were collected on a 6 point scale where 6= Strongly, 5= A gree, 4= Only Slightly/Somewhat, 3= Only Slightly/, 2=, 1= Stro ngly. PURPOSE [Assessment is expected as part of my institution's continuous improvement process.] Strongly Somewhat Strongly 1.5.5.5 2 1.0 1.0 1.4 17 8.2 8.2 9.7 82 39.6 39.6 49.3 105 50.7 50.7 100.0 100.0 PURPOSE [Assessment is an exercise primarily for compliance purposes.] Strongly Somewhat Strongly 21 10.1 10.2 10.2 54 26.1 26.3 36.6 35 16.9 17.1 53.7 52 25.1 25.4 79.0 28 13.5 13.7 92.7 15 7.2 7.3 100.0 205 99.0 100.0 2 1.0 Page 1

PURPOSE [The purpose of assessment depends largely on who is asking for assessment results.] Strongly Somewhat Strongly 9 4.3 4.4 4.4 42 20.3 20.6 25.0 22 10.6 10.8 35.8 52 25.1 25.5 61.3 60 29.0 29.4 90.7 19 9.2 9.3 100.0 204 98.6 100.0 3 1.4 PURPOSE [The purpose of assessment is clearly understood at my institution.] Strongly Somewhat Strongly 4 1.9 1.9 1.9 11 5.3 5.3 7.2 32 15.5 15.5 22.7 82 39.6 39.6 62.3 61 29.5 29.5 91.8 17 8.2 8.2 100.0 100.0 PURPOSE [Assessment for accreditation purposes is prioritized above other assessment efforts.] Strongly Somewhat Strongly 2 1.0 1.0 1.0 18 8.7 8.7 9.7 34 16.4 16.4 26.1 54 26.1 26.1 52.2 65 31.4 31.4 83.6 34 16.4 16.4 100.0 100.0 Page 2

PURPOSE [Assessment is emphasized as part of the institutional culture.] Strongly Somewhat Strongly 4 1.9 1.9 1.9 8 3.9 3.9 5.8 24 11.6 11.6 17.4 64 30.9 30.9 48.3 76 36.7 36.7 85.0 31 15.0 15.0 100.0 100.0 PURPOSE [Assessment efforts do not have a clear focus.] Strongly Somewhat Strongly 24 11.6 11.7 11.7 58 28.0 28.3 40.0 57 27.5 27.8 67.8 45 21.7 22.0 89.8 16 7.7 7.8 97.6 5 2.4 2.4 100.0 205 99.0 100.0 2 1.0 PURPOSE [Assessment is conducted based on the whims of the people in charge.] Strongly Somewhat Strongly 54 26.1 26.2 26.2 86 41.5 41.7 68.0 30 14.5 14.6 82.5 23 11.1 11.2 93.7 11 5.3 5.3 99.0 2 1.0 1.0 100.0 206 99.5 100.0 1.5 Page 3

PURPOSE [Discussions about student learning are at the heart of my institution's assessment effort.] Strongly Somewhat Strongly 1.5.5.5 12 5.8 5.9 6.3 15 7.2 7.3 13.7 57 27.5 27.8 41.5 89 43.0 43.4 84.9 31 15.0 15.1 100.0 205 99.0 100.0 2 1.0 PURPOSE [Assessment processes yield evidence of my institution's effectiveness.] Strongly Somewhat Strongly 1.5.5.5 5 2.4 2.4 2.9 16 7.7 7.8 10.7 56 27.1 27.2 37.9 95 45.9 46.1 84.0 33 15.9 16.0 100.0 206 99.5 100.0 1.5 PURPOSE [My institution is more effective at its mission because of assessment.] Somewhat Strongly 9 4.3 4.4 4.4 23 11.1 11.2 15.5 64 30.9 31.1 46.6 78 37.7 37.9 84.5 32 15.5 15.5 100.0 206 99.5 100.0 1.5 Page 4

PURPOSE [Students learn better because of assessment.] Strongly Somewhat Strongly 2 1.0 1.0 1.0 5 2.4 2.4 3.4 10 4.8 4.9 8.3 60 29.0 29.1 37.4 83 40.1 40.3 77.7 46 22.2 22.3 100.0 206 99.5 100.0 1.5 FILL_PURPOSE Accountability Accreditation Compliance with governmental mandates Improving student learning Other Tradition 31 15.0 15.0 15.0 78 37.7 37.7 52.7 6 2.9 2.9 55.6 80 38.6 38.6 94.2 10 4.8 4.8 99.0 2 1.0 1.0 100.0 100.0 Page 5

FILL_PURPOSE [Other] A combination of Improvement and Accountability purposes. Both accreditation and compliance with governmental mandates Continuous Improvement Delivering on our value proposition Improvement Improving our institution Improving student learning and institutional processes Institutional Effectiveness Without a clear focus, each of these 198 95.7 95.7 95.7 1.5.5 96.1 1.5.5 96.6 1.5.5 97.1 1.5.5 97.6 1.5.5 98.1 1.5.5 98.6 1.5.5 99.0 1.5.5 99.5 1.5.5 100.0 100.0 LEADING [It is clear who is ultimately in charge of assessment.] Strongly Somewhat Strongly 4 1.9 2.0 2.0 8 3.9 4.0 6.1 11 5.3 5.6 11.6 47 22.7 23.7 35.4 88 42.5 44.4 79.8 40 19.3 20.2 100.0 198 95.7 100.0 9 4.3 Page 6

LEADING [Senior leaders (i.e. President or Provost) have made clear their expectations regarding assessment.] Strongly Somewhat Strongly 9 4.3 4.5 4.5 16 7.7 8.0 12.4 8 3.9 4.0 16.4 55 26.6 27.4 43.8 72 34.8 35.8 79.6 41 19.8 20.4 100.0 201 97.1 100.0 6 2.9 LEADING [I can name the office at my institution that leads student assessment efforts for accreditation purposes. ] Strongly Somewhat Strongly 3 1.4 1.5 1.5 3 1.4 1.5 3.0 1.5.5 3.5 5 2.4 2.5 6.0 56 27.1 28.1 34.2 131 63.3 65.8 100.0 199 96.1 100.0 8 3.9 Page 7

LEADING [I can name the office at my institution that leads assessment efforts for student learning.] Strongly Somewhat Strongly 2 1.0 1.0 1.0 8 3.9 4.0 5.0 1.5.5 5.5 13 6.3 6.5 12.0 60 29.0 30.0 42.0 116 56.0 58.0 100.0 200 96.6 100.0 7 3.4 LEADING [Assessment is primarily the responsibility of administrators.] Strongly Somewhat Strongly 37 17.9 18.6 18.6 76 36.7 38.2 56.8 21 10.1 10.6 67.3 34 16.4 17.1 84.4 22 10.6 11.1 95.5 9 4.3 4.5 100.0 199 96.1 100.0 8 3.9 LEADING [Assessment is primarily the responsibility of faculty members.] Strongly Somewhat Strongly 5 2.4 2.5 2.5 28 13.5 13.9 16.4 17 8.2 8.5 24.9 39 18.8 19.4 44.3 72 34.8 35.8 80.1 40 19.3 19.9 100.0 201 97.1 100.0 6 2.9 Page 8

LEADING [Official institutional communications encourage assessment of student learning.] Strongly Somewhat Strongly 6 2.9 3.0 3.0 21 10.1 10.7 13.7 13 6.3 6.6 20.3 52 25.1 26.4 46.7 77 37.2 39.1 85.8 28 13.5 14.2 100.0 197 95.2 100.0 10 4.8 LEADING [Assessments of programs are typically connected to student learning.] Strongly Somewhat Strongly 1.5.5.5 7 3.4 3.5 4.0 6 2.9 3.0 7.0 28 13.5 14.0 21.0 115 55.6 57.5 78.5 43 20.8 21.5 100.0 200 96.6 100.0 7 3.4 LEADING [Assessment is an organized, coherent effort at my institution.] Strongly Somewhat Strongly 4 1.9 2.0 2.0 18 8.7 9.0 11.0 10 4.8 5.0 16.0 41 19.8 20.5 36.5 89 43.0 44.5 81.0 38 18.4 19.0 100.0 200 96.6 100.0 7 3.4 Page 9

LEADING [Assessment results are available to faculty by request.] Somewhat Strongly 9 4.3 4.5 4.5 14 6.8 7.0 11.6 24 11.6 12.1 23.6 79 38.2 39.7 63.3 73 35.3 36.7 100.0 199 96.1 100.0 8 3.9 LEADING [My institution is structured in a way that facilitates assessment practices focused on improved student learning.] Strongly Somewhat Strongly 4 1.9 2.0 2.0 16 7.7 8.1 10.1 8 3.9 4.0 14.1 47 22.7 23.7 37.9 92 44.4 46.5 84.3 31 15.0 15.7 100.0 198 95.7 100.0 9 4.3 LEADING [There is no systematic approach to assessment at my institution.] Strongly Somewhat Strongly 67 32.4 33.7 33.7 75 36.2 37.7 71.4 22 10.6 11.1 82.4 15 7.2 7.5 89.9 14 6.8 7.0 97.0 6 2.9 3.0 100.0 199 96.1 100.0 8 3.9 Page 10

LEADING [There is a common language for engaging in assessment.] Strongly Somewhat Strongly 2 1.0 1.0 1.0 12 5.8 6.0 7.0 23 11.1 11.5 18.5 44 21.3 22.0 40.5 93 44.9 46.5 87.0 26 12.6 13.0 100.0 200 96.6 100.0 7 3.4 LEADING [Budgetary decisions are tied to assessment results.] Strongly Somewhat Strongly 31 15.0 15.6 15.6 49 23.7 24.6 40.2 13 6.3 6.5 46.7 54 26.1 27.1 73.9 45 21.7 22.6 96.5 7 3.4 3.5 100.0 199 96.1 100.0 8 3.9 SHARING [Assessment results are regularly shared throughout my institution.] Strongly Somewhat Strongly 5 2.4 2.5 2.5 20 9.7 10.1 12.6 10 4.8 5.1 17.7 59 28.5 29.8 47.5 76 36.7 38.4 85.9 28 13.5 14.1 100.0 198 95.7 100.0 9 4.3 Page 11

SHARING [Assessment results are not intended for distribution.] Strongly Somewhat Strongly 52 25.1 26.8 26.8 79 38.2 40.7 67.5 23 11.1 11.9 79.4 22 10.6 11.3 90.7 14 6.8 7.2 97.9 4 1.9 2.1 100.0 194 93.7 100.0 13 6.3 SHARING [Student assessment results are not regularly shared. ] Strongly Somewhat Strongly 27 13.0 13.7 13.7 70 33.8 35.5 49.2 29 14.0 14.7 64.0 33 15.9 16.8 80.7 32 15.5 16.2 97.0 6 2.9 3.0 100.0 197 95.2 100.0 10 4.8 SHARING [Assessment success stories are formally shared throughout my institution.] Strongly Somewhat Strongly 8 3.9 4.1 4.1 42 20.3 21.4 25.5 22 10.6 11.2 36.7 57 27.5 29.1 65.8 56 27.1 28.6 94.4 11 5.3 5.6 100.0 196 94.7 100.0 11 5.3 Page 12

SHARING [Administrators consistently share assessment data with faculty members.] Strongly Somewhat Strongly 7 3.4 3.6 3.6 28 13.5 14.4 18.0 21 10.1 10.8 28.9 56 27.1 28.9 57.7 66 31.9 34.0 91.8 16 7.7 8.2 100.0 194 93.7 100.0 13 6.3 SHARING [Institutional constituents request assessment results.] Strongly Somewhat Strongly 7 3.4 3.6 3.6 33 15.9 17.2 20.8 24 11.6 12.5 33.3 43 20.8 22.4 55.7 74 35.7 38.5 94.3 11 5.3 5.7 100.0 192 92.8 100.0 15 7.2 SHARING [The way we speak about assessment at my institution inspires me to get involved in it.] Strongly Somewhat Strongly 5 2.4 2.6 2.6 26 12.6 13.8 16.4 15 7.2 7.9 24.3 45 21.7 23.8 48.1 75 36.2 39.7 87.8 23 11.1 12.2 100.0 189 91.3 100.0 18 8.7 Page 13

SHARING [Colleagues at my institution speak positively of assessment.] Strongly Somewhat Strongly 3 1.4 1.5 1.5 22 10.6 11.2 12.8 20 9.7 10.2 23.0 78 37.7 39.8 62.8 63 30.4 32.1 94.9 10 4.8 5.1 100.0 196 94.7 100.0 11 5.3 SHARING [Senior leaders speak favorably of assessment.] Strongly Somewhat Strongly 8 3.9 4.1 4.1 13 6.3 6.6 10.7 9 4.3 4.6 15.3 46 22.2 23.5 38.8 90 43.5 45.9 84.7 30 14.5 15.3 100.0 196 94.7 100.0 11 5.3 USE [Decisions are made using assessment data.] Strongly Somewhat Strongly 5 2.4 2.5 2.5 17 8.2 8.6 11.2 10 4.8 5.1 16.2 50 24.2 25.4 41.6 92 44.4 46.7 88.3 23 11.1 11.7 100.0 197 95.2 100.0 10 4.8 Page 14

USE [Assessment results are used to scare employees into compliance with what the administration wants.] Strongly Somewhat Strongly 69 33.3 35.0 35.0 89 43.0 45.2 80.2 13 6.3 6.6 86.8 20 9.7 10.2 97.0 5 2.4 2.5 99.5 1.5.5 100.0 197 95.2 100.0 10 4.8 USE [Assessment data are regularly used in official institutional communications (e.g., speeches, publications, etc.).] Strongly Somewhat Strongly 13 6.3 6.7 6.7 37 17.9 19.0 25.6 23 11.1 11.8 37.4 59 28.5 30.3 67.7 50 24.2 25.6 93.3 13 6.3 6.7 100.0 195 94.2 100.0 12 5.8 Page 15

USE [Assessment data are used to identify to what extent student learning outcomes are met.] Strongly Somewhat Strongly 7 3.4 3.6 3.6 13 6.3 6.6 10.2 3 1.4 1.5 11.7 39 18.8 19.8 31.5 97 46.9 49.2 80.7 38 18.4 19.3 100.0 197 95.2 100.0 10 4.8 USE [Assessment results are used for improvement.] Strongly Somewhat Strongly 3 1.4 1.5 1.5 7 3.4 3.6 5.1 6 2.9 3.0 8.1 41 19.8 20.8 28.9 106 51.2 53.8 82.7 34 16.4 17.3 100.0 197 95.2 100.0 10 4.8 USE [Administrators use assessment to punish faculty members.] Strongly Somewhat 124 59.9 64.2 64.2 58 28.0 30.1 94.3 7 3.4 3.6 97.9 3 1.4 1.6 99.5 1.5.5 100.0 193 93.2 100.0 14 6.8 Page 16

USE [Assessment results are criticized for going nowhere (i.e., not leading to change).] Strongly Somewhat Strongly 23 11.1 12.0 12.0 61 29.5 31.9 44.0 30 14.5 15.7 59.7 48 23.2 25.1 84.8 22 10.6 11.5 96.3 7 3.4 3.7 100.0 191 92.3 100.0 16 7.7 USE [There is pressure to reveal only positive results from assessment efforts.] Strongly Somewhat Strongly 58 28.0 29.6 29.6 73 35.3 37.2 66.8 23 11.1 11.7 78.6 29 14.0 14.8 93.4 9 4.3 4.6 98.0 4 1.9 2.0 100.0 196 94.7 100.0 11 5.3 USE [Senior leaders (i.e. president, provost, vice presidents) use assessment results in public ways (i.e., speeches, marketing efforts, media stories, etc). ] Strongly Somewhat Strongly 13 6.3 6.7 6.7 40 19.3 20.7 27.5 23 11.1 11.9 39.4 50 24.2 25.9 65.3 53 25.6 27.5 92.7 14 6.8 7.3 100.0 193 93.2 100.0 14 6.8 Page 17

USE [Change occurs more readily when supported by assessment results. ] Strongly Somewhat Strongly 6 2.9 3.1 3.1 12 5.8 6.2 9.2 11 5.3 5.6 14.9 37 17.9 19.0 33.8 90 43.5 46.2 80.0 39 18.8 20.0 100.0 195 94.2 100.0 12 5.8 ADMIN [The majority of colleagues at my institution perceive assessment is focused on compliance requirements.] Strongly Somewhat Strongly 3 1.4 1.6 1.6 27 13.0 14.0 15.5 18 8.7 9.3 24.9 54 26.1 28.0 52.8 79 38.2 40.9 93.8 12 5.8 6.2 100.0 193 93.2 100.0 14 6.8 ADMIN [The majority of colleagues at my institution perceive assessment as improving student learning] Strongly Somewhat Strongly 4 1.9 2.1 2.1 11 5.3 5.7 7.7 15 7.2 7.7 15.5 86 41.5 44.3 59.8 69 33.3 35.6 95.4 9 4.3 4.6 100.0 194 93.7 100.0 13 6.3 Page 18

ADMIN [The majority of colleagues at my institution perceive assessment as improving student learning] ADMIN [If assessment was not required I would not be doing it.] Strongly Somewhat Strongly 48 23.2 24.9 24.9 70 33.8 36.3 61.1 26 12.6 13.5 74.6 25 12.1 13.0 87.6 15 7.2 7.8 95.3 9 4.3 4.7 100.0 193 93.2 100.0 14 6.8 ADMIN [The majority of colleagues at my institution are afraid of assessment.] Strongly Somewhat Strongly 14 6.8 7.3 7.3 65 31.4 33.7 40.9 45 21.7 23.3 64.2 44 21.3 22.8 87.0 20 9.7 10.4 97.4 5 2.4 2.6 100.0 193 93.2 100.0 14 6.8 Page 19

ADMIN [The majority of faculty members are eager to work with administrators.] Strongly Somewhat Strongly 12 5.8 6.3 6.3 25 12.1 13.2 19.5 35 16.9 18.4 37.9 66 31.9 34.7 72.6 48 23.2 25.3 97.9 4 1.9 2.1 100.0 190 91.8 100.0 17 8.2 ADMIN [I engage in assessment because I am afraid of what will happen if I do not.] Strongly Somewhat Strongly 78 37.7 41.1 41.1 67 32.4 35.3 76.3 14 6.8 7.4 83.7 16 7.7 8.4 92.1 11 5.3 5.8 97.9 4 1.9 2.1 100.0 190 91.8 100.0 17 8.2 ADMIN [Assessment is a "necessary evil" in higher education.] Strongly Somewhat Strongly 63 30.4 32.8 32.8 69 33.3 35.9 68.8 11 5.3 5.7 74.5 24 11.6 12.5 87.0 23 11.1 12.0 99.0 2 1.0 1.0 100.0 192 92.8 100.0 15 7.2 Page 20

ADMIN [It is difficult to get the majority of faculty members to support assessment-based improvement efforts.] Strongly Somewhat Strongly 8 3.9 4.1 4.1 50 24.2 25.8 29.9 37 17.9 19.1 49.0 44 21.3 22.7 71.6 42 20.3 21.6 93.3 13 6.3 6.7 100.0 194 93.7 100.0 13 6.3 ADMIN [Assessment processes are clearly understood by a majority of the faculty members at my institution.] Strongly Somewhat Strongly 5 2.4 2.6 2.6 34 16.4 17.7 20.3 28 13.5 14.6 34.9 57 27.5 29.7 64.6 62 30.0 32.3 96.9 6 2.9 3.1 100.0 192 92.8 100.0 15 7.2 Page 21

ADMIN [I am not convinced that assessment is necessary. ] Strongly Somewhat Strongly 110 53.1 57.3 57.3 54 26.1 28.1 85.4 11 5.3 5.7 91.1 9 4.3 4.7 95.8 7 3.4 3.6 99.5 1.5.5 100.0 192 92.8 100.0 15 7.2 ADMIN [The majority of faculty members do not care about assessment.] Strongly Somewhat Strongly 11 5.3 5.7 5.7 72 34.8 37.3 43.0 49 23.7 25.4 68.4 30 14.5 15.5 83.9 23 11.1 11.9 95.9 8 3.9 4.1 100.0 193 93.2 100.0 14 6.8 ADMIN [The majority of faculty members genuinely believe assessment supports student learning at my institution.] Strongly Somewhat Strongly 5 2.4 2.6 2.6 17 8.2 8.8 11.4 28 13.5 14.5 25.9 69 33.3 35.8 61.7 68 32.9 35.2 96.9 6 2.9 3.1 100.0 193 93.2 100.0 14 6.8 Page 22

ADMIN [Assessment is a threat to academic freedom.] Strongly Somewhat Strongly 99 47.8 51.0 51.0 68 32.9 35.1 86.1 8 3.9 4.1 90.2 8 3.9 4.1 94.3 7 3.4 3.6 97.9 4 1.9 2.1 100.0 194 93.7 100.0 13 6.3 ADMIN [Assessment is perceived as a punishment (i.e., something I regret being assigned).] Strongly Somewhat Strongly 64 30.9 33.9 33.9 68 32.9 36.0 69.8 23 11.1 12.2 82.0 21 10.1 11.1 93.1 8 3.9 4.2 97.4 5 2.4 2.6 100.0 189 91.3 100.0 18 8.7 ADMIN [Assessment is a "good thing" for my institution to do.] Somewhat Strongly 4 1.9 2.1 2.1 1.5.5 2.6 16 7.7 8.2 10.8 84 40.6 43.3 54.1 89 43.0 45.9 100.0 194 93.7 100.0 13 6.3 Your license will expire in 30 days. Page 23