Slide 13 of 26
Increased accountability pressures on higher education stem from concerns about the use of publicly invested funds. In several states legislatures have mandated that institutions of higher learning provide them with indicators of their success. However, this has often led to measuring what matters least and neglecting the most essential traditions of higher education.
If we do not try to shape our own destiny by determining how we want to assess ourselves for our own improvement we risk greater intrusion. Banta & Associates (1993) assert that evidence collected for improvement has the potential to improve educational programs, but evidence collected for accountability does not generate information that is useful to the institution nor the external public.
These nine principles highlight the kinds of characteristics that can assist in making the assessment process effective.