Advisor Outcomes - (see Process/Delivery Outcomes)
focus on personal/social awareness and adjustment that includes
the identification and study of values, attitudes, and self-reflection
that may be influenced by or resulting from emotions.
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
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
Evaluation - a process of examining or reviewing individuals or programs
to measure performance.
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
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.
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 student's
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
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.
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.
individuals or department/s who have a shared interest in academic
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.
the aspiration for the future of academic advising on campus and
in higher education.
Bresciani, M.J, Zelna, C.L., Anderson, J.A. (2004). Techniques for Assessing
Student Learning and Development in Academic and Student Support
Susan, Nutt, Charlie. (2007). NACADA Assessment of Academic Advising
, Virginia N., Habley, Wesley R., Associates. (2000). Academic Advising: A Comprehensive Handbook. Jossey-Bass Inc. Publishers.
Peggy. (2004). Assessing for Learning. Stylus Publications.
W. P. (1999). Dictionary of Statistics and Methodology: A Nontechnical
Guide for the Social Sciences. Sage Publication: New Delhi.
_____. Adapted from http://www.answers.com/topic/motivation?cat=biz-fin on November 2007.
_____. Adapted from wordnet.princeton.edu/perl/webwn on November 2007.
_____. Adapted from http://en.wikipedia.org/wiki/Assessment on
_____. Taken from http://www.thefreedictionary.com/psychomotor+development on November 2007.
_____. Adapted from http://www.thefreedictionary.com/affective on November 2007.