Assessment
Glossary
Advisor
Outcomes (see Process/Delivery Outcomes )
Affective
focus on personal/social awareness and adjustment that
includes the identification and study of values, attitudes, and
self-reflection that may be influence by or resulting from emotions.
Assessment
- an ongoing systematic collection and review of evidence
used to shape and support program and individual development.
Benchmarking
an inter- or intra-institutional norm usually based on
best practices that serves as a point of comparison for expected
performance change.
Cognition
the processes of acquiring, creating, and disseminating
knowledge.
Direct
Measures methods of gathering information that require
students/advisors to demonstrate their knowledge and skills (e.g.
portfolio, presentation, test result). Direct measures are more
observable than indirect measures.
Evaluation
a process of examining or reviewing individuals or programs
to measure performance.
Evidence
outcomes that make it easy to see (clear) or establish
proof of behavior, attitude, or external attribute.
External
Motivation - outside factors that influence individual or
programmatic actions
Formative
the process of assessment that occurs between advisors
and students at regular intervals to foster and enhance the students
learning experience. It is more focused on process.
Goals
- what individuals and programs strive to achieve.
Indirect
Measures methods of gathering information that ask students/advisors
to reflect on what has been learned rather than to demonstrate
it (e.g. questionnaires, interviews, focus groups). Indirect measures
are more inferential than direct measures.
Internal
Motivation incentive and rewards build from within an individual
and may be based on inherent or intrinsic wants or needs without
any influence from external reinforcement.
Interpretation
making meaning of gathered data; reviewing evidence as
a base for making decisions to improve programs, enhance student
learning and development, and/or to inform institutional decision-making.
Mapping
the process of determining when, where, and through what
experiences the outcomes for advising will be accomplished over
the students academic career.
Metacognition
an awareness of personal knowledge and ability to understand,
control, and manipulate the thinking process itself.
Mission
- the statement that reflects the purpose of academic advising
on campus or in an advising unit, serves as the institutional
roadmap toward vision inspired goals, and affirms values of academic
advising.
Multiple
Measures several measures of the same construct
Observation
assessment by which the advisor watches students but does
not interact with them as a way of gathering information.
Outcomes
the examination of impacts, benefits, and changes of what
students and advisors will know, do, and value during or after
being a participant in the advising experience.
Process/Delivery
Outcomes expectations about the process of delivery of
academic advising across the institution; focus is on advising
services rather than the advisor.
Programmatic
Objective - statements of what the program wants students
and/or advisors to be able to do and to know or what the program
will do to ensure what students and/or advisors will be able to
do and to know. Objectives tend to be more specific than goals.
Programmatic
Outcomes a general articulation of expectations of academic
advising delivery and student knowledge and actions as a result
of being involved in academic advising.
Psychomotor
the acquisition of skills involving both mental and motor
activities.
Purpose
the intention of the program or act of academic advising.
Qualitative
assessment methods that provide a narration or description
of learning (e.g. logs, journals, participant observations, open-ended
questions on interviews and surveys).
Quantitative
assessment methods that rely on numerical scores or ratings
(e.g. standardized tests, surveys).
Rubric
- A scoring scale used to evaluate student work.
Stakeholders
- individuals or department/s who have a shared interest
in academic advising.
Student
Learning Outcomes an articulation of the learning (knowledge,
skills and/or values) that students are expected to have gained
from the advising process.
Summative
a method of establishing the quality or effectiveness of
a program/
intervention/service
after its delivery. The focus is on outcome of what students have
learned and how well they were taught the information needed.
May serve as some indication whether or not students have met
the intended goals and objectives
Values
- what is considered important in regards to academic advising.
Vision
- the aspiration for the future of academic advising on campus
and in higher education.
References
Bresciani,
M.J, Zelna, C.L., Anderson, J.A. (2004). Techniques for Assessing
Student Learning and Development in Academic and Student Support
Services. NASPA
Campbell,
Susan, Nutt, Charlie. (2007). NACADA Assessment of Academic Advising
Institute.
Gordon
, Virginia N., Habley, Wesley R., Associates. (2000). Jossey-Bass
Inc. Publishers.
Maki,
Peggy. (2004). Assessing for Learning. Stylus Publications.
Vogt,
W. P. (1999). Dictionary of Statistics and Methodology: A Nontechnical
Guide for the Social Sciences. Sage Publication: New Delhi .
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Adapted from http://www.answers.com/topic/motivation?cat=biz-fin
on November 2007.
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Adapted from wordnet.princeton.edu/perl/webwn
on November 2007
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Adapted from http://en.wikipedia.org/wiki/Assessment
on November 2007 .
_____.
Taken from http://www.thefreedictionary.com/psychomotor+development
on November 2007.
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Adapted from http://www.thefreedictionary.com/affective
on November 2007.
