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Assessment, Evaluation & Organizational Development
We define assessment as a process of continuous improvement, and evaluation as determining the impact of our many programs on the student experience.
We frame assessment as a cycle of inquiry, starting with questions about student learning and our processes, moving through data collection and analysis to reflect on our results, sharing our findings with our communities, and using these findings to inform change. We also know the student experience does not look the same for all students, and that it is imperative to ground our work in considerations of equity.
We must engage our worldview and critically reflect on how this impacts what we value, who sits at the table, and how we make meaning of data. And we must commit to a practice that ensures that we do not need to say “equity-minded assessment” or “socially just assessment;” assessment itself must inherently be for equity. ²
Additionally, the staff in Assessment, Evaluation, and Organizational Development (AEOD) join our VC-SACL colleagues in making Strategic Commitments to Address Anti-Blackness. Part of the work of AEOD this year is to plan and implement a strategy for assessing how all VC-SACL units are meeting these commitments. We, along with the rest of the division, look forward to reporting out to the campus community every August on how we are meeting our commitments, through outlets such as the VC-SACL website and Triton Time.
1. Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
2. DeLuca Fernández, S. (2015). Critical Assessment [PDF of PowerPoint slides]. Retrieved from http://studentaffairsassessment.org/structured-conversations
We Commit To The Following Practices For Equity-Minded Assessment¹:
1.
Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.
2.
Use multiple methods and sources of evidence appropriate for the students being assessed and the assessment effort.
3.
Include student perspectives and take action based on those perspectives.
4.
Ensure collected data can be meaningfully disaggregated and interrogated (including to look at intersectionality).
5.
Increase transparency in assessment results and subsequent actions are taken.
6.
Make evidence-based changes that address issues of equity that are context-specific.
Assessment/Data Request Form
If you would like assistance with any assessment related tasks, please fill out the following form.
AEOD Hub
This hub acts as the centralized information hub for the division. You can find information about departments sorted by area along with a general folder with assessment tools, templates, and divisional best practices. [Currently Under Development] For Staff: To request edit access for you or your department, please email sa-assessment@ucsd.edu
In accordance with applicable Federal and State law and University policy, the University of California does not discriminate, or grant preferences, on the basis of race, color, national origin, religion, sex, disability, and/or other protected categories.
More information about Proposition 209 can be found here.
More information about the University of California Anti-Discrimination Policy can be found here.