Meta-assessment, or the process of evaluating the quality of program assessment, can be surprisingly beneficial (Fulcher & Good, 2013; Ory, 1993). In fact, it has recently been recognized by CHEA as an institutional best practice (James Madison University, 2015 Award). The approach allows an institution to 1) set clear expectations for assessment reporting, 2) monitor the pulse of assessment activities campus-wide, 3) identify areas for intervention, and 4) demonstrate—to internal and external audiences—improvement in assessment quality over time. However, building a meta-assessment process is challenging in that it involves many potential components and design decisions (Fulcher, Coleman, & Sundre, 2016). In this session, we will share perspectives on key decision factors from two “rival” institutions (Auburn and Alabama) that are three years into meta-assessment implementation. Workshop participants will be invited to create action plans for introducing meta-assessment on their campuses.
More information here.
Register for this half-day workshop here.
Jamie Wigand
Esther Dale
Sarah Fry
Suzanne Weinstein
Jaime Marie Burton
Stephanie Poczos
Conna Bral
Donna Harp Ziegenfuss
