Accreditation, Assessment, & Context

This is the first post in a series that will focus on stories in ECADA accreditation and developing a meaningful assessment program.

I’ve spent some time with the ACCESS State Affiliate groups lately, and what I am hearing from them is that folks want to share their self-study stories and would like to hear from others about various strategies for assessing student learning using the 5 Key Assessments through ECADA.

This is a general presentation that I’ve given that describes the relationship between accreditation, ACCESS, NAEYC, and assessment of student learning. It’s an orientation to the discussion and I hope you will join in! A key theme to the presentation, posted below, is the importance of context.

Assessment & Accreditation 02-03-11

It is  important, when thinking about a standard process, to consider how using the process of self-study can help each of us make what we do more visible to ourselves and to others. The curricular decisions we make including the development and ongoing process of an assessment plan should be deeply embedded in the goals and outcomes of each program.

This is why rubric sharing is meaningless in some ways. I think rubric sharing is fine on the one hand. We need to see how others are designing their rubrics. Just like our students, it helps us when we see various examples. However, just like our students, we need to make the work our own. Rubrics are highly personal and should be fine-tuned instruments that measure the specific stated learning outcome of a particular program.

If you are interested in sharing your self-study story particularly about how your assessment activities align with your context, please send me an e-mail at cnepstad@ccc.edu or place a comment on this post.

I look forward to the conversation!

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