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Principles of Assessment
Southeast's assessment program is founded on fifteen principles. These principles
expand upon a statement of student assessment principles first distributed by the
Director of Assessment in 1992 and reflect the collective judgment of the Assessment
Review Committee. Together they constitute Southeast's philosophy of assessment. This
philosophy guides and will continue to guide evaluation and revision of the University's
- Assessment should be a systematic, ongoing process that involves gathering, interpreting,
and using information for continuous improvement.
- Assessment should focus on specific programs and activities that contribute to the
intellectual, professional, personal, and cultural needs of students.
- Assessment should be shaped and guided by faculty, students, and staff, with administration
and administrative processes providing essential support.
- Assessment should flow from the institutional mission, and the institution’s mission
should be shaped by the results of assessment when appropriate.
- Assessment outcomes should be used in planning, budgeting, and allocating resources.
- Flexibility in the choice of assessment procedures should be encouraged, permitting
the exercise of professional judgment as to the appropriate methods of assessment.
- Assessment should be based on multiple measures both quantitative and qualitative,
including, for example, locally developed instruments, surveys, nationally normed
exams, external reviews, exit interviews, historical data, and evaluation of performances.
- The use of assessment results should determine the choice of assessment procedures.
- Assessment should be cost-effective.
- Assessment procedures should be regularly evaluated as to their usefulness for fostering
continuous program improvement.
- While assessment for accountability may be necessary, R should be integrated as far
as possible into assessment for improvement.
- Assessment should be minimally intrusive on faculty, students, and staff.
- Assessment plans and activates should be continuously evaluated and improved through
peer review and discussion.
- There should be regular comprehensive reviews of the assessment plan.
- Assessment and the use of assessment results Should not unfairly restrict institutional
goals of diversity and access.