Southeast Missouri State University

Principles of Assessment

Southeast's assessment program is founded on fifteen principles. These principles expand upon a statement of student assessment principles first distributed by the Director of Assessment in 1992 and reflect the collective judgment of the Assessment Review Committee. Together they constitute Southeast's philosophy of assessment. This philosophy guides and will continue to guide evaluation and revision of the University's assessment plan. 
  1. Assessment should be a systematic, ongoing process that involves gathering, interpreting, and using information for continuous improvement. 
     
  2. Assessment should focus on specific programs and activities that contribute to the intellectual, professional, personal, and cultural needs of students. 
     
  3. Assessment should be shaped and guided by faculty, students, and staff, with administration and administrative processes providing essential support. 
     
  4. Assessment should flow from the institutional mission, and the institution’s mission should be shaped by the results of assessment when appropriate. 
     
  5. Assessment outcomes should be used in planning, budgeting, and allocating resources. 
     
  6. Flexibility in the choice of assessment procedures should be encouraged, permitting the exercise of professional judgment as to the appropriate methods of assessment. 
     
  7. Assessment should be based on multiple measures both quantitative and qualitative, including, for example, locally developed instruments, surveys, nationally normed exams, external reviews, exit interviews, historical data, and evaluation of performances. 
     
  8. The use of assessment results should determine the choice of assessment procedures. 
     
  9. Assessment should be cost-effective. 
     
  10. Assessment procedures should be regularly evaluated as to their usefulness for fostering continuous program improvement.
     
  11. While assessment for accountability may be necessary, R should be integrated as far as possible into assessment for improvement.
     
  12. Assessment should be minimally intrusive on faculty, students, and staff. 
     
  13. Assessment plans and activates should be continuously evaluated and improved through peer review and discussion. 
     
  14. There should be regular comprehensive reviews of the assessment plan. 
     
  15. Assessment and the use of assessment results Should not unfairly restrict institutional goals of diversity and access.
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