In a value added design, base-line measures should be obtained as students enter the program against which to evaluate the exit measures. Linking teaching and curriculum strategies to these outcomes would require more complex process evaluation design. The suggested assessment design for measuring these competencies is primarily similar to those stated above. Impact Criteria and Assessment Design. Impact criteria parallel input criteria in that they seek to establish how well the graduate program prepared alumni for achieving their career goals, whether employers perceive LaVerne graduates to be on a par with graduates of other programs and capable of meeting their performance expectations, and, finally, what reputation the LaVerne program has with academic peers.
Impact assessment lends itself to surveys, interviews, and focus groups.
Academic reputation is also generated by accreditation reviews. The model depicted in Figure 1 calls for students to become more self-conscious and deliberate in assessing their educational experiences than what might be anticipated traditionally. The model also suggests more systematic attention be given to the interaction between faculty assessment processes and student assessment processes at every stage of the model. It is recommended, therefore, that faculty and students should be aware of and agree on the criteria and assessment methods each will use. They should also agree on the plan and timelines for sharing assessment information with each other over the life of the program and in later follow-up communications.