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Assessment at Baruch

Assessment and Institutional Effectiveness

Faculty-led assessment of student learning

Assessment of student learning at Baruch College is led by the faculty of each School, as per the Baruch College Governance Charter (  which states that "The School Faculties shall be responsible for and conduct all educational affairs including but not limited to affairs customarily conducted by an academic faculty: including the formulation of School policies relating to curriculum and degree requirements; academic credits; the granting of degrees; student admission and retention standards; and the academic status, role, obligations, and freedoms of the School Faculty."  Within each of the three Schools of Baruch College, faculty develop School-wide and/or Program-wide learning objectives, design rubrics, identify appropriate course-embedded assignments to use for assessment of Program Learning Objectives, and review results of assessment. 

The infrastructure of assessment of learning is managed through the Office of the Dean in each of the three Schools, with a full-time administrator assigned to manage assessment in the Marxe School of Public and International Affairs as well as in the Zicklin School of Business.  In the Weissman School of Arts and Sciences, management of assessment is a responsibility of the designated faculty member who takes on a three-year term as Assessment Manager.  In all three Schools, faculty also serve on a School-wide assessment committee, where goals are developed and refined, assessment instruments are developed and refined, and results of assessment are discussed.  The School Assessment Manager ensures that faculty have an updated schedule of assessment each semester, that faculty are submitting student artifacts in a timely manner, that qualified assessment evaluators are hired, trained, and completing their work, and that results are disseminated to and discussed by faculty and other members of each School's assessment committee.


What is assessment of student learning?

Assessment of student learning is "deciding what we want our students to learn and making sure they learn it."

Student learning assessment therefore has three fundamental traits.

(1) We have evidence of how well our students are achieving our key learning goals.

(2) The quality of that evidence is good enough that we can use it to inform important decisions, especially regarding helping students learn.

(3) We use that evidence not only to assess the achievement of individual students but also to reflect on what we are doing, and, if warranted, change what we're doing.

Source: Linda Suskie, Assessing Student Learning: A Common Sense Guide, (2018) Third edition.  San Francisco, CA: Jossey-Bass. (p. 8.)


What is institutional effectiveness?

Institutional effectiveness is, at its heart, about quality. Quality . . .  is not just a matter of doing things excellently but doing the right things excellently. A quality college is not just excellent per se but excellent in fulfilling its responsibilities:

(1) Meet stakeholder needs, especially its students’ needs.

(2) Keep its promises by achieving its mission and goals.

(3) Ensure its college’s health and well-being, and deploy resources effectively, prudently, and efficiently. (This is stewardship.)

(4) Serve the public good.

(5) Demonstrate the college’s quality and effectiveness in fulfilling these responsibilities. (This is accountability.)

Source: Linda Suskie (2014) What is institutional effectiveness?