Utilization of student outcomes assessment information in institutional decision making

Abstract

Considers how higher education administrators can utilize student outcomes assessment information in decision making. Defines student outcomes assessment as any institutional action which attempts to determine the degree to which students collectively attain the intended learning outcomes of the institution. Develops a conceptual framework based on Simon’s bounded rationality decision‐making model and Provus’s discrepancy evaluation model. Identifies specific constraints involved in the process of gathering, analysing, reporting and using student outcomes assessment information in decision making at the strategic, managerial and operational levels. Discusses various uses to which student outcomes assessment information can be put, as identified in the literature, such as identification of problems, development of a context for a decision, inducing closure, and promoting or selling a decision. Finally, discusses several factors affecting the utilization of such assessment information and develops implications for administrative practice.

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