Effective assessment systems generate information that can help institutions adapt to changing conditions while they maintain stability and identity. Effective assessment also helps faculty and staff gain an understanding of how the college experience impacts students (Jacobi, Astin & Ayala, 1987). Effective assessment provides well-defined outcomes for curricular and co-curricular activities and programs. These programs “add direction and impetus to ‘unfreezing’ institutional culture in order to make changes in policy, method, and procedures to stimulate innovation which results in improvement” (Messina & Fagans, 1992, p. 2. Assessment can support strategic planning efforts by helping institutions define goals and objectives, by identifying critical issues that need attention, and by providing feedback about the effectiveness of long-range plans (Jacobi, Astin & Ayala, 1987). In this way, institutions can use assessment both to respond to external demands for accountability and as a proactive effort to provide a rational basis for decision-making in light of the uncertain future of higher education and the changing external environment. According to Messina and Fagans (1992), effective assessment (a) focuses on areas that need improvement, (b) requires faculty, staff, and student participation, and (c) includes multiple avenues for feedback. The Equity Scorecard is a tool that helps incorporate these criteria into the day-to-day activities within campus communities. The Equity Scorecard is grounded in theoretical and practical literature that critiques and moves beyond access and retention to measure the level of academic success (Astin & Oseguera, 2004; Bowen, Bok & Burkhart, 1999; Bok, 2003; Bowen and Bok, 1998; Jencks & Phillips, 1998). In the past, higher education leaders sought ways to change or influence at-risk students so they could succeed in institutions where the culture remained unchanged. In contrast, the Scorecard proposes that both students and institutions assume responsibility for educational outcomes. While there is extensive literature on what historically underrepresented students lack and how they can change to better meet the rigors of college, the Equity Scorecard focuses attention on institutional change. This assessment tool emphasizes the notion of the accountability side of diversity, which is the title of an article on the Scorecard written by Bensimon, Polkinghorne, and Bauman (2003). According to Bauman, Bustillos, Bensimon, Brown, and Bartee (2005), “…an institution takes inclusive excellence seriously if it (1) accepts the responsibility for producing equitable educational outcomes for students from historically disenfranchised groups, and (2) monitors the development of high achievement among historically underrepresented students” (p. 9). This tool provides the stimulus for the development of an institutional ethos that values a culture of evidence (Alstete, 1995; Lowman, 2002).
|Keywords:||Assessment, Diversity, Equity Scorecard, Higher Education, College and Universities|
Vice President for Intercultural Affairs, Academic Affaris, Loyola Marymount University, Los Angeles, USA
Loyola Marymount University, USA
Professor and Department Chair, Loyola Marymount University, Loyola Marymount University, Los Angeles, USA
Loyola Marymount University, USA
There are currently no reviews of this product.Write a Review