Assessment in Academic Based Leadership Education Programs

Abstract

The primary purpose of this paper is to call leadership educators to intentionally engage in a conversation regarding how we ensure participants of our programs are learning what we hope they learn. To achieve this principal aim, this paper will (a) briefly examine pressures compelling our discipline to engage in intentional conversations regarding assessment and (b) provide an overview of ways and means of assessment activities.

Assessing Student Leadership Competency Development

“…For example, might students indicate an increase in knowledge about a competency after a workshop or an increase in ability to enact a skill after a class? Capturing this information through self‐reporting can provide useful information (Goertzen, ). Although there are many ways to measure learning and development, Ewell () would argue that self‐reporting is really the only way to gather data on noncognitive outcomes such as attitudes and beliefs.…”

A Collective Effort to Understand Formalized Program Review

“…Th e fi rst conference on assessment in higher education was held in the fall of 1985 due to political pressures established from politicians who believed higher education was the driving force behind both economic and workforce development (Goertzen, 2009). Th e fi rst conference on assessment in higher education was held in the fall of 1985 due to political pressures established from politicians who believed higher education was the driving force behind both economic and workforce development (Goertzen, 2009).…”

“…Since these initial mandates, accreditation agencies like the Association for the Advancement of Colleges and Schools of Business have taken over the responsibility for ensuring "adequate" assessment within higher education (Goertzen, 2009). Th is would not only test the hypothesis that the diversity of the fi eld is too great to institute formalized program review but, more important, it would establish the possibility of common patterns across programs.…”

Setting the Stage: The Intersection of Leadership and Assessment

“…in their future studies and careers. Secondary and higher education institutions have been called to prove that student learning is occurring and there is an increased pressure for accountability to demonstrate that learning (Dugan, ; Goertzen, ). The accountability related to student learning extends into leadership programs.…”

“…learning (Dugan, 2012;Goertzen, 2009). The accountability related to student learning extends into leadership programs.…”