The researcher tallied responses by regional accrediting body, program size, and program age. However, the use of faculty assessment and student final examinations varies significantly across accreditation regions. The use of other internally and externally developed instruments varies statistically by accreditation region and by size of the program. A strong majority of administrators stated that regional accreditation associations exercise influence on the assessment process. Most assessment instruments used to evaluate program effectiveness are used for posttest purposes only.
Instruments designed to measure cognitive outcomes are especially underutilized.
Assessment is an issue that is not going to go away and will likely become even more important in the future. By nature, all research is investigative. The primary contribution of this study may be its bringing to light additional questions that need further research. The researcher suggests five recommendations for further inquiry. Additional research into comprehensive models of assessment would provide guidance for emulation and improvement by other institutions.