New PDF release: Accountability for Educational Results

By David Shupe

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This is reinforced by the fact that assessment projects often work with selected samples of student work, and it makes no difference to a student whether his or her work has been selected. Rubric score: 0. The model does not address this purpose. Assessment projects: individual student improvement. Rubric score: 0. The model does not address this purpose. Assessment projects: organizational improvement. With the steps described above, the intended purpose of this process is clearly organizational improvement.

In accreditation, the clearest adaptation of this model is in the North Central Association Higher Learning Commission’s creation of the Academic Quality Improvement Process (AQIP) as a distinct alternative to the usual accreditation process. Academic institutions who choose the AQIP approach, instead of being accredited once every ten years, provide data every year to the Higher Learning Commission that are related to at least three quality improvement projects to which the academic institution has publicly committed itself.

Auditors usually request that the program provides them with a summarized description of programmatic practices that they can review and confirm/disconfirm in their visit to the program. The second variation of peer-reviewed self-evaluation is the accreditation process, which can exist at either or both the program level and the institutional level. Again, a written self-study is expected, and an accreditation team is created that is drawn from those who are expected to fundamentally understand what they are reviewing by virtue of their professional experience in a similar program or institution.

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Accountability for Educational Results by David Shupe

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