Administrative Unit Assessment

All administrative support services units are responsible for submitting an annual Continuous Improvement Report (CIR), addressing the level of attainment of outcomes and outlining continuous improvement actions for the subsequent year.

The responsibility for the annual assessment of each administrative unit rests with the senior administrative officer of the unit (i.e., Vice President, Director). The institution sets a submission date of September 1 for all CIRs from the previous academic year.

A common template is used for submission of Continuous Improvement Reports (CIRs) to maintain consistency of reporting across units. Administrative units work in Watermark to submit completed CIRs and supporting documentation.

Each component of a CIR is discussed below. The Development and Completion Guidelines for Continuous Improvement Reports (PDF - 379 KB) provides a more complete description of each component and illustrates each with examples.

• Mission – The mission statement of the University is included as a reminder of the institution’s collective efforts. Each administrative unit identifies its mission statement in light of the institutional mission. The unit’s mission statement is a concise statement describing its purpose, stating its primary functions, and identifying whom the unit serves.
• Outcomes – Operational outcomes are specific statements, generally process-oriented, that address the unit’s performance, particularly in regard to operations, efficiencies, and services. Student learning outcomes (SLOs) clearly state the expected knowledge, skills, values, and attitudes that students are expected to acquire and reliably demonstrate by the end of the educational programming.
• Alignment with the Winthrop Plan, Division Strategic Plan, and University Level Competencies – The operational and student learning outcomes of the unit align with the work of the division and the institution. In this way, the collective work of all units within a division and of all divisions across the institution advances the mission of the University.
• Assessment Methods/Measures – Assessment methods/measures include the strategies, techniques, tools, and instruments used for collecting information to determine the extent to which desired outcomes are attained. The methods chosen should allow the unit to evaluate its effectiveness, highlighting strengths and areas for improvement.
• Targets – Targets are a measure of the performance level expected for each outcome. Targets should include justification for why they are appropriate/attainable.
• Assessment Results and Discussion – Assessment results are the findings gathered from executing the activities. Analysis of the data/information determines the extent to which the unit’s expected outcomes have been realized. A systematic data collection and analysis process maximize the impact of the efforts.
• Documentation – Documentation comprises the materials/documents that provide evidence of the assessment methods used and the assessment results attained.
• Continuous Improvement Actions – The Continuous Improvement Actions define the data-informed activities to be undertaken in the subsequent year to enhance unit performance.

Continuous Improvement Reports (CIRs) and supporting documentation are reviewed by members of the Administrative Assessment Committee via a common rubric. Completed rubrics are returned to administrative units to assist in the quality enhancement of subsequent CIRs.

The institution’s Department of Institutional Effectiveness provides a variety of assessment support materials to administrative units and conducts individualized meetings and training sessions, as requested by divisions or units.

RESOURCES

Read Me First (PDF - 207 KB)

This document guides the units through process details and explains available resources to support their assessment efforts.

Development and Completion Guidelines for Continuous Improvement Reports (PDF - 379 KB)

This document addresses each component of a continuous improvement report, explaining its purpose and composition, and providing an applicable example.

Bloom’s Taxonomy of Action Verbs (PDF - 48 KB)

Bloom’s Taxonomy provides a cognitive framework, arranging learning from lower level cognition (remembering) to higher cognitive functionality (creating). The listing of action verbs assists in identifying the level of cognition desirable for each student learning outcome.

Glossary of Assessment Terms (PDF - 260 KB)

The Glossary defines a number of assessment terms, enhancing the use of a “common” assessment language.

Report Rubric – Administrative (PDF - 237 KB)

This rubric is used by the Administrative Assessment Committee to assess each Continuous Improvement Report (CIR) submitted by administrative units. The rubric allows for numerical ratings and reviewer comments for each of the rubric’s seven dimensions (i.e., mission statement, operational outcomes, student learning outcomes, assessment methods, assessment results, documentation, continuous improvement actions). Completed rubrics are returned to administrative units to assist in the quality enhancement of subsequent CIRs.

Watermark Planning & Self-Study User Instructions (PDF - 17M)

Watermark serves as the institutional repository for all administrative units’ Continuous Improvement Reports (CIRs). These instructions provide a detailed guide to administrative units, allowing them to access and update their CIRs.