A SELF-CONSCIOUS REFLECTION ON

PERFORMING ASSESSMENT
by Kaitlyn Vallance
S P R I N G 2 0 1 8 I N T E R S H I P
OVERVIEW Internship Context
Seattle University's Division of Student Development
Role and Responsibilities of Assessment Intern
Goals, Objectives and Accomplishments

When Assessment Gets Personal

Pair & Share
Ethical Considerations When Developing Surveys and Analyzing Data

Translating Theory to Practice

ACPA's Ethical Principles & Standards & SDA Learning Outcomes
Baird's Philosophy of Integrity in Student Affairs Organizations
 INTERNSHIP CONTEXT
Where?: Role:  Work Objectives:
Seattle University's Engage in meaningful
Division of Student assessment work #1: Improve AER Competency
Development contributing to
improvements to the #2: Exhibit Ethical Leadership
Who?: Graduate Assistant When Providing Data-Driven
Dr. Tim Wilson experience at SU Recommendations

Why?: Responsibilities: #3: Present Conclusions and

Location, Assess effectiveness of Findings Through Multiple
Learning Outcomes current GA survey; Formats For Multiple
& Distribute survey; Audiences 
Personal Experience Make recommendations
based on trends in data

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 A PEEK AT THE RESULTS
THE NATURE AND EXPECTATIONS OF GAships
1. “I worked an average of 20 hours a week at my assistantship site.”

2. “I believe my responsibilities are/were an important component to my office’s

overall operation.”

3. “My assistantship matches/matched my skills and interests.”

4. “When asked to perform additional responsibilities outside the assistantship

description, I was not asked/expected to work additional hours to complete these
responsibilities.”

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 P A I R & S H A R E

Is it important for folks creating

assessment tools and evaluating data
to remain objective and unbiased?
What if they are a member of the
population they are surveying?
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 I do not believe folks assessing

CONSIDERATIONS
populations they are members of should
attempt to remain unbiased.
ETHICAL

We need to acknowledge the interpretive work

that goes into analyzing social worlds and
active, sense-making subjects.

Post-positivist constructivism argues that no

objective reality can be described because of
issues with interpretation at the subject and
evaluator level.

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 THEORY TO PRACTICE
Relevant Course Work: Introduction to
TRANSLATING
Educational Research

Relevant Professional Standards: ACPA Ethical

Standards and Principles

Relevant Theory: Baird's Philosophy of

Integrity in Student Affairs Organizations

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 MAIN TAKEAWAYS

This internship is a wonderful opportunity to engage with a number of SDA Learning

Outcomes: #2, #3, #7, #8, #10 
 
Objectivity in assessment is not always necessary or appropriate.

It is crucial that Student Affairs practitioners develop their own philosophy about and
relationship with assessment. 

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THANK YOU