Administrative Assessment Template

Annual Assessment Plan Templates Please complete PART I (Annual Assessment Plan) by October 31, 2020. Please complete PART II (Annual Assessment Report) by June 30, 2021 to [email protected]

Information for Program Assessment Coordinators

Annual Assessment Plan Templates Please complete PART I (Annual Assessment Plan) by October 31, 2020. Please complete PART II (Annual Assessment Report) by June 30, 2021 to [email protected]

Academic Program Review Guidelines

Program review is an ongoing process involving the faculty and others concerned with the particular academic program. The guidelines established herewith will ensure that evaluation of the academic programs will occur formally at regular intervals. This document, therefore, describes the guidelines and a timetable for the systematic evaluation of academic programs at Kean Universit

Annual Assessment Plan Templates: Academic Assessment Template

Annual Assessment Plan Templates Please complete PART I (Annual Assessment Plan) by October 31, 2020. Please complete PART II (Annual Assessment Report) by June 30, 2021 to [email protected]

Administrative Unit Program Review Guidelines

Program review is an ongoing process involving the vice presidents, directors, managers, and staff concerned with meeting the stated goals and objectives of a non-academic unit. The guidelines established herewith will ensure that evaluation of each program will occur formally at regular intervals. This document describes the guidelines and a timetable for the systematic evaluation of all units, programs, and departments at Kean University

Kean University Assessment Process-Flow Chart

Kean University Assessment Process Kean University Assessment Process-Flow Char

Comparison between two accreditation criteria: A report on the differences between the IFOAM Accreditation Criteria and ISO 65 (EN 45011)

The paper describes the results of a comparison between two accreditation criteria: the IFOAM Accreditation Criteria and ISO 65 (EN 45011. The comparison does not provide an assessment of each norm, and the format of the comparison makes it difficult to make a quick overview on the major differences. In addition, a summary and an assessment of the variations of both norms are missing. On the other hand, the comparison enables the reader to make their own assessment and as such will be a valuable tool in the discussion and negotiations about recognition of IFOAM Accreditation

The economics of accreditation

This paper is a report on a research project on the economics of accreditation in the UK. The main motivation and objective for the study is to have available a detailed analysis of how the accreditation system impinges on important aspects of economic life, such as innovation and business and economic performance. It aims to improve the general understanding of the benefits of using accredited conformity assessment and to help businesses make informed decisions when procuring conformity assessment and related services. It is also intended to be helpful to government by supporting evidence-based policy making in relation to accreditation and conformity assessmen

Exploring employer behaviour in relation to Investors in People

"This report explores employer behaviour in relation to choices they make about Investors in People (IIP) accreditation in order for the future IIP strategy to ensure IIP is relevant, adds value to employers and tackles any barriers to successful delivery. The research focuses on the decision-making processes and experiences of three key groups of employers: employers that have held IIP accreditation for a number of years; employers who previously held IIP accreditation but have let this lapse; and employers who committed to gaining IIP accreditation but subsequently did not to go through the assessment process" - page 1

Is undergraduate programme accreditation influenced by educational public policy quality indicators? An exploratory study of the Chilean Higher Education quality assurance system

In Chile, as well as in most of Latin America, public policies for higher education have recently adopted a focus on quality assurance and accreditation systems. Uncertainty, however, still exists in terms of the quality assurance consistency in the current Chilean accreditation system, especially in terms of the relation between public policy quality indicators for higher education and their relation to accreditation outcomes. Therefore, the aim of this study was to make a first explorative attempt to investigate the relationships between these indicators and the results of undergraduate programme accreditation. We hypothesised that the public policy quality indicators of first-year drop-out rate, employment at graduation and ratio of actual to expected time to graduation would be strongly correlated to undergraduate programme accreditation as well as largely explaining its accreditation-year variance. By means of correlation and multiple regression analyses, we found small-sized associations, being first-year drop-out the only significant predictor of programme accreditation, explaining a 9.4% of its variance. These results raise questions regarding the consistency between the aims of public policy for higher education and the current accreditation system. This study should be of value to policy makers, managers and curriculum developers in terms of this initial analysis of the consistency between quality indicators and the accreditation system. Further research is necessary to make a systematic and in-depth assessment of the impact of quality assurance mechanisms to provide better rationale for making important decisions such as when defining the characteristics of the accrediting institutions as well as for establishing effective ways to achieve the proposed public policy objectives