Hill - Assignment 1

Running head: ASSESSMENT, EVALUATION, RESEARCH 1
Assessment, Evaluation and Research
Heather Hill
Western Carolina University

2
ASSESSMENT, EVALUATION, RESEARCH
Assessment, Evaluation and Research
Assessment, evaluation and research are important components of successful and
innovative university function. The terms assessment, evaluation and research are often used
interchangeably, although they each have different meanings. As I researched these terms, I
found that there are various definitions for each word. Each individual term’s differences are key
to successfully understanding their purpose. Collectively, I gathered that assessment in higher
education involves collecting a cycle of evaluative data in order to develop a deeper knowledge
of accountability and improvement needs, evaluation tests this knowledge at a specific time, and
research tests the theory. This paper individually defines what I believe to be the best explanation
of each term, articulates how each are similar, and discusses the importance of the terms within
the higher education context.
Assessment is a term that is frequently used in the field of higher education and is
arguably the term that also prompts the most confusion. The most frequently referred to
definition for assessment is “any effort to gather, analyze, and interpret evidence which describes
institutional, departmental, divisional, or agency effectiveness,” (Upcraft & Schuh, 1996, p. 18).
Professionals in the field of higher education conduct assessment to help determine effective
ways to review and enhance institutional programs. To conduct assessment, the professional
should determine what they would like to assess and then decide how that information can be
collected. The data can be collected by using a survey, focus group, rubric or other method. In
assessing a program or service offered by the university, one would define the intended goals of
a particular area or program and determine whether or not those goals were achieved over a
defined period of time. Assessment is typically time bound due to the need of having a set
timeframe to gather the information, data and results (Schuh, et al., 2016). In identifying and
3
determining the achievement of such goals or lack thereof, assessment would then guide good
practice for the department moving forward. Assessment frequently has political agendas based
on the various employees involved and their opinions on programs and university function.
Though politics are often inevitable, assessment can help reduce any political bias or opinions
and will help determine whether or not a particular program is necessary or effective, regardless
of political standpoints. It is important to know how to conduct assessment in the student affairs
division of higher education because it is the initial step toward determining accountability for
various programming.
The evaluation process is a simple concept. Following the assessment of a program, the
gathered information produced from the assessment is then reviewed in order to make a
judgment. This step is referred to as evaluation. Once the data has been evaluated, one would
then determine the overall effectiveness of the organization or program based on the gathered
information (Schuh, et al., 2016). The overall effectiveness is determined by comparing the
proposed and definite outcomes (Suskie & Safari, 2009). Once these outcomes have been
compared, the quality and worth of a project or program is then illuminated. Evaluation is
frequently used but is often referred to as program review in the division of student affairs
(Lundquist, n.d.). This process is imperative in student affairs as it will help determine the future
of programs and how to change or improve them as necessary for effectiveness.
While research and assessment may be similar, research is conducted with a different
purpose than assessment. Research in higher education is defined as a form of inquiry that tests
concepts and theories. It serves as a guide to theory, develops new information and tests various
ideas (Upcraft, Schuh, 2002). Research includes a way to control certain bias and error, ensures
that study repetition is a possibility, identifies study limitations, and interprets specific results
4
(Gall, Gall & Borg 2007). It is not typically time bound and should continue until the
investigation has been completed at the highest level possible (Schuh, et al., 2016). It is helpful
to think of research on a broad scale. Research draws conclusions on a broad spectrum such as
higher education in general, whereas assessment generally has implications for a single
institution or department within an institution (Erwin, 1991). Due to the rigorous nature of
research, assessment and evaluation are more viable options for student affairs professionals
looking to determine the effectiveness of a particular program. Research is however, an
important part of higher education in general for informing best practices on a wider scale.
In conclusion, the terms assessment, research and evaluation are not interchangeable and
each have different intentions. There are also various, differing definitions available for each
term. Each institution should define the term with the definition that has most relevance to their
school individually and encourage each department to use assessment, research and evaluation to
determine effectiveness. As defined in this paper, assessment is simply determining goals for a
particular program, project or particular area and ensuring that those goals are being met,
evaluation involves using the gathered assessment data in order to determine the effectiveness of
the organization or program, and research is used to test theories and concepts. Many people feel
intimidated by the mere thought of these terms. However, they can easily become a part of a
professional’s work routine, can help validate programming, and help enhance the value in an
employee.
5
References:
Erwin, T. D. (1991). Assessing student learning and development. San-Fransisco, CA: Jossey-
Bass.
Gall, M. D., Borg, W. R., & Gall, J. P. (2007). Educational research: An introduction. Boston,
MA: Pearson.
Lundquist, A. E. (n.d.). Assessment, evaluation and research relationships and definitions in the
field of student affairs. Retrieved from https://www.utep.edu/student-
affairs/_Files/docs/Campus-Labs-Assessment-Evaluation-Research-Definitions-
Handout.pdf
Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J. (2016). Assessment in student affairs. San
Francisco, CA, CA: Jossey-Bass, a Wiley Brand.
Suskie, L., & Safari. (2018). Assessing student learning, (3rd ed.). San Francisco, CA: Jossey-
Bass, a Wiley Brand.
Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs. Jossey-Bass, a Wiley
Brand.
Upcraft, M. L., & Schuh, J. H. (2002). Assessment vs. research and why we should care about
the difference. About Campus: Enriching the Student Learning Experience, 7(1), 16-20.
10.1177/108648220200700104

Hill - Assignment 1

Uploaded by

Copyright:

Available Formats

Hill - Assignment 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hill - Assignment 1

Uploaded by

Copyright:

Available Formats

Running head: ASSESSMENT, EVALUATION, RESEARCH 1

Assessment, Evaluation and Research

Western Carolina University

Assessment, evaluation and research are important components of successful and

to successfully understanding their purpose. Collectively, I gathered that assessment in higher

the higher education context.

of programs and how to change or improve them as necessary for effectiveness.

looking to determine the effectiveness of a particular program. Research is however, an

field of student affairs. Retrieved from https://www.utep.edu/student-

Francisco, CA, CA: Jossey-Bass, a Wiley Brand.

Bass, a Wiley Brand.

You might also like