University Reports for Effective Assessment - Term Paper Example

Critically discuss the use of reports in assessment School Affiliation: Introduction Ever since the inception of record keeping, the need and relevance of records has grown. Records are a useful tool in the determination of the state of affairs in relation to any issue. Records are kept so that information is available for referencing. While attempting to determine the steps advanced or regressed in the educational activities in universities, an assessment of the available records can offer the much needed insight. It is important to note that record assessment plays a key role in showing how things stand and thus calls for measures to strengthen or to revise the existing procedures. It should also be clear that record assessment is one thing, and implementation of findings is another. It depends on the stakeholder’s actions and goodwill to implement the changes as envisaged by the record assessments (The University of North Carolina, 2009). The assessment of students is an exercise that takes place from time to time. As such, the exercise of keeping assessment reports for future use forms a core part in the university activities. That is why most universities structure, assess and as a consequence, improve on the learning aspect on the part of students. Report keeping is thus an important aspect because it is from the reports that an assessment can be done. If intended results are to be achieved, the reports should be accurate and the assessment should also mirror the accuracy and the relevance criteria. Otherwise, the reports and their subsequent assessments may be of no good use if they do not meet the expected standards. However, their importance is far-reaching in reference to pursuit of educational development. University education is committed to the advancement of knowledge. It facilitates higher education, fosters development both at personal and at the intellectual level. It also provides for the stimulation of meaningful research which is a service to human kind. It is by virtue of this that the needs for report appraisals are considered to be of paramount importance. An institution that is expected to offer such development services should as a rule, keep and evaluate its records so as to know the current state of affairs, if found to be satisfactory, it then should focus on building on this and endeavour to move forward. But if it emerges that it has been lagging behind, then it may be time to re-look at its priorities (The Board of Regents of the University of Wisconsin System 2009). The mission of the university is to show a great manifestation of excellence, embracing of diversity, inspiration of confidence and engage the society (Texas Tech. University 2009). Through teaching, research and service provision to society, the university aims to lead by example. It is only by keeping and continually reviewing the university records that this can be achieved. Just as stated above, the records are important in terms of providing the current state of affairs thus highlighting the areas that call for repositioning. Texas Tech. University is a student cantered, a performance based and a scholarship led community that strives towards the achievement of the aforementioned objectives through the use of a variety of methods among them being record appraisal. The other methods include strategic planning, performance assessment and public accountability. This indicates that in pursuit of these goals there are basic things that are mandatory in order to achieve success; recording and assessment of happenings being the major consideration (National Research Council 1992). The Kansas library has also supported the need for record assessment of their services to students. The Kansas University Libraries clearly know the view that the value of assessment and evaluation in improving the library services and at the same time addressing the customer needs is an integral part in the development of the institution. It has not come up with a solid and sustainable appraisal program. The diverse assessment working group is working on reorganisations and the dependence on one-shot review efforts through the last numerous years. This indicates that the organisation is trying to find an appropriate and practically applicable strategy for effective assessment (Hiller and Self 2007). It is through record assessments that the Kansas University gets a clear view on how its library services are affecting the students. As is the case, if the services indicate a gap that needs to be filled, then it is upon the authorities to provide for the introduction of the required measures. As it emerges, record assessments on its own cannot change a situation, it needs the cooperative efforts of all those that are affected. Hence, it is understood that without such cooperation in implementing the findings, record assessments count for nothing. According to the University at Albany (2009), reports are useful in the provision and dissemination of findings. This may be in relation to freshmen and seniors, students’ opinions, surveys, special studies and alumni research. Such information is given to governance bodies and campus managers for the purposes of improvement. A major concern here is the fact that such reports may be based on the perceptions of the students alone. Something premised on perceptions of people may not provide objective knowledge due to the fact that such data is riddled with subjectivity. Students would for example give views that are tailored towards addressing their preference issues without regard to facts. They focus on what could be ideal to them at that time without looking ahead on the basis of how a certain move would impact on future students. But this should not be confused to mean that any information arising from student views would always be subjective. It is worthy noting that those people affected by an issue stand the best chance to offer the way forward. So, by enlisting the student views college administrations are well placed to address them. It is from such findings that institutions of learning develop their strategic plans. Therefore, by the use of record assessments, universities can generate vital information which is necessary in developing strategic plans (Dehn, M, 2006). To cite a specific example, the Albany report that was developed by the Albany task force that was set in June of 2007, found that the undergraduate programme needed to be reformed in relation to their writing. It also proposed a number of changes to the Albany undergraduate programme. This is a clear indication on how a record assessment can provide a basis on which to introduce changes on a certain aspect that concerns university systems. An assessment report gives a description on the assessment mission and the activities that a university wants to execute. For example, Albany’s advertisement services provide advertisement services to a good number of students. An assessment of this programme can give light on what the advertisement personnel need to do in order to improve the facilities. An assessment report only offers what the situation is. To effect changes, it needs more than just a report though it is the report that offers the ground work (National Research Council 2003). Through report assessment, the contribution of universities can be determined. Seniors who could have schooled in the universities can be used to illustrate this. By focusing on their experiences, it can be clearly visualized whether in truth, the university education influences their actions or not. If it does so in a positive way, then it may be necessary that the programme is strengthened, but if on the other hand it does so in a negative way then it may be time to change tack. By report assessment, a university would be able to tell the level of success that it has achieved over a given time. This is so because records can be retrieved that detail how its graduates have faired in the corporate world or the white collar ranks. A good assessment report should provide for opportunities to students to demonstrate competence in different ways. It should also be able to provide evidence in support of the derived suggestions. The assessment report should also provide comparable data to allow teachers and policy makers to have a good chance to weigh their options. The assessment reports should also provide the highly sought after feedback at an opportune time. Decisions are made in regards to time. This highlights the necessity to move with speed in addressing issues due to the nature of dynamism in learning affairs (Lichtenberger, Mather, Kaufman 2004). The assessment reports must also be cost effective. The bottom-line of any organisation is to achieve its goals. While pursuing its goals, the focus is normally to attain them at the lowest possible cost. The universities in trying to produce and keep these assessment reports, they should not be an exception. When the findings of such reports are out, it is the onus of the authorities to release them to all concerned parties. It is the stakeholders that determine the success of an organisation and as a result, they should be refurbished with all the information immediately it becomes available. The information that relates to students may play a major role in addressing the issues that they may be concerned with. An assessment report to that effect, should be able to clearly provide the required or satisfactory answers. As universities deal with students, their major concern is based on the performance. A record assessment is necessary to determine how the scores are spread (Graham and Naglieri 2003). Spread of scores may for example indicate whether the teaching methods are appropriate or not. Conclusion The use of reports in university assessment seems to have gained popular support. This is so because it is through the use of reports that gains made can be underlined and zeroed on. A report indicates where an institution was at a given time. By comparing between periods, the improvement or downward trend can be established. The report hence offers a significant tool to universities in regards to the pursuit of their developmental goals. The reports can justify the adoption of measures to address a specific problem. It should however be noted that reports only offer an assessment and not a solution. Hence, while appreciating their contribution towards the addressing of issues, it should be noted that it takes the work of all stakeholders to achieve the intended results. In the present day environment which is characterized by stiff competition, universities would find it necessary to engage in report use in assessing their programmes and carrying out the necessary reforms so as to remain in the developmental map. References Dehn, M 2006, Essentials of processing assessment, John Wiley and Sons. Graham, J Naglieri, J 2003, Handbook of Psychology: Assessment psychology John Wiley and Sons. Hiller, S & Self, J 2006, University of Kansas libraries evaluation and suggestions for effective and sustainable assessment, Association of RSearch Libraries. Lichtenberger, Mather, Kaufman, 2004, Essentials of assessment report writing John Wiley and Sons. National Research Council, 2003, Assessment in support of instruction and learning: bridging the gap between large-scale and classroom assessment, National Academies Press. National Research Council, 1992, Assessment of the U.S. Outer Continental Shelf Environmental Studies Program: Social and economic studies / Socioeconomics Panel, Committee to Review the Outer Continental Shelf Environmental Studies Program, Board on Environmental Studies and Toxicology, Commission on Geosciences, Environment, National Academies Press. Texas Tech University, 2009, Welcome Texas Tech university planning and assessment reports, TTu press. The Board of Regents of the University of Wisconsin System.2009, assessment of academic programs and student outcomes. http://209.85.229.132/search?q=cache:n1HG09nSt1EJ:www.provost.w The University of North Carolina, 2009, a multi-campus university, The University of North Carolina. Viewed, 13/12/2009, http://209.85.229.132/search?q=cache:nxvXMlVWIFEJ:www.northcarolina Read More