Buy Accountability And Accreditation Discussion

Buy Accountability And Accreditation Discussion
Please provide at least 150-word response to each student response below. Be sure to research/cite/reference sources in each discussion.
1st Post: The contextual issues have been occurring for quite some time, according to Middaugh (2010). The issues have been built upon since higher education started to bloom. Some contextual issues include the lack of transparency, government requirements for funding, overall attitudes of faculty and staff, metrics warranted, and accreditation processes (Middaugh, 2010). One of the contextual issues that I see today is institutional effectiveness and how institutions take and receive criticism or act upon it. For example, I work at a state institution where assessment is a part of the curriculum and is challenged when outcomes or outputs still need to be met as desired. There was a potential opportunity for me to work at a private institution that did receive federal funding. However, they did not have any ways to note how they measure success or assess within their institution. Acknowledging that private institutions have different practices vs. state, it was apparent that there needed to be more transparency regarding overall institutional effectiveness and where they wanted to see themselves in the future. Middaugh (2010) also spoke on accrediting bodies and how member institutions are accountable and transparent.
The phrase “Often it is a question not of providing evidence that assessment is occurring but demonstrating real and tangible ways that the assessments are being used (Middaugh, 2010, p. 15)” struck me. Because I am at an institution that is assessment heavy, it was astonishing to some that when the most recent institutional assessment came back, there were a lot of areas for improvement, including diversity, funding, and staff retention. Many leaders were upset while I pondered about what changes could look like and when they would be implemented. And then it clicked. That is just it; some individuals have been in their roles for some time, so there is no reason to change things. However, change needs to happen to improve as an institution overall. The attitudes that were perceived could have been better. Times are changing, demographics are changing, and the needs of those we serve constantly change. Transparency is vital in higher education because it will never change if we are afraid to adapt and address some of these very same contextual issues.
Buy Accountability And Accreditation Discussion
2nd Post: Assessments allow for decisions to be made or actions to occur when it is presented. They are also an opportunity to understand where the organization is and if goals are being met. The author said that the items being assessed and evaluated determine the type of assessment and evaluation needed (“Assessment and evaluation,” 2021). It will all come down to understanding each step or part to determine what is chosen effectively. Some steps include but are not limited to understanding the various assessments: outcomes, processes, and inputs. With the outcome, assessments focus on the results produced and how much (“Assessment and evaluation,” 2021). These are more likely used within student learning programming. Input assessment enables us to understand more about our students and allows for programs to be set around the student for success (“Assessment and evaluation,” 2021). The value and methodology added must be appropriate and align with the assessment.
Another step that can be taken is considering reliability and validity. Reliability is dependent upon validity. “Inferences and decisions concerning students’ thinking skills cannot justifiably be made from the evidence produced by such an assessment (“Assessment and evaluation,” 2021).” These moving steps are different, but they are vital to ensuring that the necessary progress is adequate. You must take each step and navigate ways for assessment approaches. But remember that the different parts are all interrelated, meaning that they are dependent on one another in certain aspects. Input and outcome assessments are not correlated to process assessment (“Assessment and evaluation,” 2021). Everything with assessment must be intentional and not unwitting. With acknowledging this, remember that there are a variety of methods that can be chosen to make necessary progress truly effective.

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