But regional accreditation reporting requirements do not differ for public and private institutions. Once having adopted assessments, institutions appear to be moving slowly in achieving positive impacts by using the data to improve student and institutional performance. Institutions are most likely to use assessment data to modify assessment plans or processes and least likely to report wide scale use of student assessment data and faculty promotion and reward decisions. For the most part, they have not attempted to monitor the internal or external impacts of their assessment efforts. The introduction of policies and practices designed to support the use of student assessment is mixed.
Most institutions rely on efforts in the areas of academic planning and student involvement.
The results of this research suggest that student assessment is becoming a common practice in the academic management of postsecondary education. However, student assessment is not yet institutionalized or deeply embedded in institutional support patterns, policies, and practices.