Assessment Committee


The Student Affairs Assessment Committee (SAAC) charge is to work with all departments to ensure appropriate levels of assessment are being conducted and the results of the assessment are appropriately utilized.  The committee will regularly review the Division's mission statement and strategic goals to ensure they support the University's mission, goals, and strategic plan as well as work with all departments to develop appropriate mission statements and goals, monitor TracDat, and identify ways to ensure the Division is meeting its SACS responsibilities.  The committee will serve as a resource and support for all departments in Student Affairs and provide training and development opportunities. 


Dr. Krista Harrell


  • Rachael Bolden – Student Center
  • Terri Kadel - Counseling & Testing Services
  • Tom Curtis- Veteran Affairs
  • Scott Clausen – Campus Recreation
  • Dr. Chris Vinet - Housing 
  • Ceceila Martin - Institutional Effectiveness 


Assessment 101

What is Assessment?

  • Assessment tells us what happened: utilization, satisfaction, efficiency, quality
  • Assessment documents an observation
  • Assessment also tells us the “so what?” – why is all of this important

What is Assessment NOT?

  • Program assessment does NOT evaluate the students
  • Program assessment does NOT evaluate the program coordinator or department head
  • It is NOT research. Research proves; Assessment improves.
  • Since assessment is NOT research, you don’t need to know the start and end point – you just need to know the program achieves its goals of increasing the probability that students reach the desired outcomes
  • Assessment does NOT require a particular sample size; you don’t even have to assess every learning objective – if results can be generalized, then it is research
  • Assessment is NOT static – what works well with this year’s students may not work well next year

Why is Assessment important?

  • Externally demanded, inspired by a weakening of the implied social contract regarding higher education
    Institutionally demands
  • Internally driven to do our best work
  • Explains what we do, what we accomplished and what difference that makes in ways that other people who are not us can understand and remember

What are the different types of Assessment?

  • Utilization: How many people were served?
  • Satisfaction: Also known as “formative assessment” – how well did your participants like the program?
  • Efficiency: Could the end have been achieved with fewer resources (effort, money, etc)?
  • Quality: Also known as “summative assessment” - Did your program do what you intended it to do? This can be measured in various ways:
    • Qualitative
      • Interviews
      • Focus groups
      • Portfolios
      • Observations
    • Quantitative
      • Surveys/Standardized instruments
      • Clickers
      • Quizzes/performance assessments
      • Data such as retention/graduation
      • Longitudinal assessments (assess not just at the end of the program, but follow-up to ensure results endured)

What is confidentiality & why is it important?

  • Confidentiality is the guarantee of anonymity of the respondent and their identifying responses
  • Confidential responses allow respondents to be more honest; there is less pressure to respond in a socially desirable manner
  • Assessment should clearly state whether responses will be kept confidential or not
  • Sensitive data that includes names needs to be kept in a secure place
  • Data should be reported in aggregate or in a way that does not identify individuals unless you have their permission

I have got my data- I'm done right?

  • Data is only valuable if it is utilized.
  • How will you change your program based on your assessment?
  • How will you use your assessment from last year in your planning for next year?