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The two-fold purpose of this study was to identify critically important factors that affect the
meaningful assessment of student learning outcomes and study why they were critically
important. A three-round Delphi process was used in both a pilot project and in a full study to
solicit the opinions of individuals who were actively involved in student learning outcomes at
community colleges. Panelists reviewed and rated, on a five point importance scale, a list of
statements describing facilitating and thwarting conditions associated with the assessment of
student learning outcomes. The research was conducted in three phases: (a) developing a
tentative taxonomy of influential factors and constructing the first-round questionnaire, (b)
piloting the questionnaire and the research procedures with seven panelists representing seven
different institutions in California, and (c) conducting the full study. The 22 panelists of the full
study came from 12 community colleges from throughout the continental United States and
represented six different campus groups: faculty members, campus researchers, administrators,
consultants, administrative support personnel, and assessment coordinators.
From an analysis of the results, six factors emerged as critically important followed by
four other factors that were classified as extremely important. The six critically important factors
were: (a) knowledge/experience of campus leaders, (b) trust, (c) opportunities for dialogue/
collaboration, (d) leadership, (e) faculty engagement, and (f) use of assessment results. The four
factors that were classified as extremely important were: (a) building campus knowledge, (b)
having an assessment plan, (c) having communication strategies in place, and (d) having
administrators engaged in assessment. |
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