Assessment, Evaluation, and Research
The Assessment, Evaluation, and Research competency area focuses on the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, along with shaping the political and ethical climate surrounding AER processes and use in higher education (ACPA & NASPA, 2015). There are five components of the Assessment, Evaluation, and Research competency area. These components are Terms and Concepts, Values/Ethics/Politics, AER Design, Methodology, Data Collection, and Data Analysis, and Interpreting, Reporting, and Using Results (ACPA & NASPA, 2016).
​
Within the Assessment, Evaluation, and Research competency I would place myself within the foundation level. I have had little experience with assessment and evaluation before attending the HESAA program at Buffalo State. These encounters have been generic surveys asking about an event or large-scale program that was held, specifically what went well or what can be changed or improved upon. We used these types of surveys for orientation, virtual events, and in-person events to better prepare for the upcoming events.
​
A foundational outcome I feel I have achieved is, explaining the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with regard to ethical assessment, evaluation, and other research activities (ACPA & NASPA, 2015). Since taking the Assessment in Higher Education course (HEA 650) in the HESAA Program at Buffalo State, I have gained knowledge of the IRB process and best practices to achieve quality and professional assessment. Achieving this outcome is demonstrated through the completion of HEA 650 and the Collaborative Institutional Training Initiative (CITI Program) Certificate.
​
Other foundational outcomes I have achieved are those relating to facilitating data collection along with conducting evaluations to assess different departments. In the Assessment in Higher Education course, myself along with three other students was tasked with conducting a study to assess engagement in the Online Summer Program: Countdown to College that took place at Buffalo State. I interviewed the participants, sorted the data, and provided feedback to the program director.
​
I have also used skills within the foundational level to prepare my own research proposal. This research proposal was conducted and prepared in HEA 689: Research Methods and Techniques of Educational Research. My proposal examined Student Engagement in Higher Education, specifically looking at first-generation, traditional, and non-traditional students.
​
After my educational career at Buffalo State, I am hoping to utilize assessment regularly. Whether it may be administrating surveys, conducting research to find ways to improve programs, or completing evaluations to assess departments. Assessment is crucial in higher education to better understand departments and the institution as a whole. Assessment allows individuals to be able to see what needs to be done to make their institution or department the best it can be.
References:
American College Personnel Association and National Association of Student Personnel
Administrators. (2015, August). Professional competency areas for student affairs educators.
ARTIFCATS:
In HEA650, I was able to participate in a research project and collect and organize data about the Buffalo State Online Engagement program.
CITI Certificate where I learned about the IRB process and best practices to achieve quality and professional assessment.
In HEA689, I was able to conduct and prepare my own research proposal. My proposal examined Student Engagement in Higher Education.