Assessment Commons

Assessment Commons

Accrediting Bodies

Accrediting Bodies

Accredited institutions and programs

Locating accrediting bodies

Council for Higher Education Accreditation (CHEA)

  • About CHEA and accreditation.
  • Database of institutions accredited by recognized U.S. and international accrediting bodies.
  • Directories:
    Addresses, Web links, and phone/email for:

    • U.S. regional, national, and specialized/professional accrediting bodies.
    • International.accreditation and quality assurance bodies, and Ministries of Education.
  • Research & publications on accreditation.
  • Statement of Mutual Responsibilities for Student Learning Outcomes: The roles of accreditors, institutions, and programs (pdf file).
  • New Leadership Alliance publications Committing to Quality: Guidelines for Assessment and Accountability and Assuring Quality: An Institutional Self-Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment (pdf files).
  • Current Practice of Recognized Accreditors Student Achievement Standards, June 2016 (Google Doc)

Department of Education (DOE)

U.S. Regional Accrediting Associations

Current Practice of Recognized Accreditors Student Achievement Standards, June 2016 (Google Doc)

Regional Accreditation and Student Learning: Principles for Good Practices (pdf file)

  • From the Council of Regional Accrediting Commissions (C-RAC).
  • Posted by SACS.
  • Also see the accompanying Guide for Institutions and Evaluators (pdf file, posted by Anoka-Ramsey Community College).

Regional Accreditation and Learning Outcomes: Mapping the Territory

  • This 2010 NILOA Occasional Paper summarized the similarities and differences in regional accreditors’ approaches to assessing learning outcomes (pdf file).

Middle States Association of Colleges and Schools: Commission on Higher Education (MSCHE)

  • Publications
    • Standards for Accreditation and Requirements of Affiliation
      • Accreditation standards (Characteristics of Excellence in Higher Education, a pdf file). Each standard includes descriptions of evidence for compliance. See Standards 7 (institutional assessment) and 14 (assessment of student learning) as well as comments in others such as Standard 12 (general education).
      • Revised standards, approved Fall 2014 (pdf file,): See Standard V (educational effectiveness assessment) and Criterion 7 in Standard III (student learning opportunities).
    • Guidelines for Institutional Improvement includes a number of documents about assessment (pdf files).
  • Events & conferences.
  • September 2016 Update on Process Changes

New England Association of Schools and Colleges: Commission on Institutions of Higher Education
(NEASC-CIHE)

  • In the Standards for Accreditation, see Standards 4.48-4.55.

North Central Association of Colleges and Schools: Higher Learning Commission (HLC)

  • Information about HLC’s Pathways for Reaffirmation of Accreditation.
    • See related resources for overviews and additional information about each pathway. The pathway booklets are pdf files.
    • For more information about the AQIP pathway (Academic Quality Improvement Program), select AQIP from the dropdown menu for accreditation processes.
  • Criteria for Accreditation are available from the dropdown menu for accreditation processes.
    Select criteria, eligibility & candidacy, then criteria for accreditation.

    • In Criterion 4 (teaching & learning: evaluation & improvement), see especially Core Component 4.B. Core components in some other Criteria also refer to assessment and the use of assessment/evaluation information.
    • In the statement of Assumed Practices (in the right-hand menu More about the criteria), see section C.6.
  • The Academy for Assessment of Student Learning provides institutions with opportunities for training and guided assessment experience. In the dropdown menu for about the commission,
    select programs & services for information about the Academy.
  • Levels of Implementation worksheets and matrices for evaluating an institution’s assessment practices, and a whitepaper on using the worksheets (pdf files).
    • These worksheets are not specific to HLC accreditation and can be useful to any institution.
    • They are guides for self-examination, not accreditation checklists. (They’re no longer part of the Criteria for Accreditation because too many institutions treated them as checklists.)

Northwest Association of Schools and Colleges: Commission on Colleges and Universities (NWCCU)

  • Overview of and guidelines for the accreditation process, and an FAQ about accreditation.
  • Select Standards and Policies, then Accreditation Standards. See Standard 4 (effectiveness and
    improvement).

Southern Association of Colleges and Schools: Commission on Colleges: (SACS/COC)

  • Select Accrediting Standards, then Principles of Accreditation2012 Edition (pdf file). Standards and requirements related to student learning outcomes assessment include Core Requirement 2.5 (institutional effectiveness), Standards 3.3.1 (institutional effectiveness) & 3.5.1 (college-level competencies), and Federal Requirement 4.1 (about evaluating student achievement).
  • In Institutional Resources, the Resource Manual for the Principles of Accreditation (pdf file) has comments, notes, and guidance about the standards and requirements.
  • A few entries in the lists of Quality Enhancement Plans on the Institutional Resources page include links to institutions’ websites with details of the plans, how they assess QEP outcomes, etc. (scroll down to Quality Enhancement Plans for these pdf files).
  • Links to other accreditation sites.

Western Association of Schools and Colleges (WASC)

  • The Accrediting Commission for Senior Colleges and Universities (ACSCU)
    • From the menu at the bottom of the page, select the Handbook of Accreditation (2013 edition, view online or download as pdf file). The Core Commitment to Student Learning and Success emphasizes student learning outcomes assessment. Standards emphasizing student learning outcomes assessment include #s 1 (defining institutional purposes and ensuring educational objectives, see especially section 1.2), 2 (achieving educational objectives through core functions, especially sections 2.3, 2.4, 2.6, 2.7, & 2.11), and 4 (creating an organization committed to quality assurance, institutional learning, and improvement, especially sections 4.1, 4.3, 4.4, & 4.5).
    • From the drop-down menu at the top of the page, select Documents.
      • Rubrics to evaluate the effectiveness of assessment processes: See the Assessment rubrics (pdf file) and the Educational Effectiveness Framework (Word document).
    • Assessment Leadership Academy: See Events in the dropdown menu for an overview of the Academy
      • The November-December 2013 issue of Assessment Update (v25, no6) has articles about the Academy’s development and impact.
  • The Accrediting Commission for Community and Junior Colleges (ACCJC)
    • Select Eligibility Requirements & Standards, then Accreditation Standards (pdf file).
      Standards with components related to student learning outcomes assessment include I.B (Assuring Academic Quality and Institutional Effectiveness), II.A (Instructional Programs), II.B (Library and Learning Support Services, especially see section 3), and II.C (Student Support Services, especially see section 2).
    • Select Publications & Policies.
      • In the Guide to evaluating institutions, see especially the sections on Themes, Characteristics of Evidence, and on the various Standards (pdf file).
    • In Other Resources, see the bibliographies on student learning and outcomes assessment (pdf files).

Non-U.S. Quality Assurance/Academic Audit Processes

AHELO:
Feasability Study for the International Assessment of Higher Education Learning Outcomes

  • From OECD (which includes the U.S.).
  • An ongoing study, not yet an active assessment/quality-assurance process.

European Association for Quality Assurance in Higher Education (ENQA)

  • Association of European higher-education quality-assurance agencies, analogous to the U.S.’s CHEA.

European Quality Register for Higher Education (EQAR)

  • Browsable/searcheable register of European higher-education quality assurance agencies that comply with the European Standards and Guidelines for Quality Assurance (ESG background and [pdf file] full text are available under criteria for inclusion on this page).

Tertiary Education Quality and Standards Agency (TEQSA)

  • Australia’s regulatory & quality agency for higher education
    • Select Regulatory approach, then Standards framework. At the Higher Education Standards Panel page, select Higher Education Standards Framework. In the menu tabs, select text. See especially Section 5 (assessment is effective and expected student learning outcomes are achieved).
    • For providers has information about TEQSA processes.

The Quality Assurance Agency for Higher Education (United
Kingdom)

  • About us overviews QAA activities.
  • Assuring standards and quality has information about the UK’s quality code for higher education and about subject-area benchmarks (see subject guidance).
  • Institution reports on individual universities & colleges.
    • How we review summarizes the various types of review used.

Specialized/Professional Accrediting Associations

See CHEA‘s and ASPA‘s lists of specialized and professional accrediting associations. Some
associations’ Web pages have details on criteria for assessment.

  • ABET
    • ABET is the accrediting board for engineering, computer science, technology, and applied science programs.
    • Information about ABET, accreditation, etc.
    • Select Accreditation, then Accreditation criteria & supporting documents. For each type of
      program (Applied Science, Computing, Engineering, or Engineering Technology), see the Criteria for Accrediting [these] Programs (read online or download as pdf files).
    • Select Accreditation: Step by step, then Before the accreditation process: Assessment planning for guidelines, tips, suggestions, & resources.
    • In Publications, select Special Reports, then Engineering Change, ABET’s study of how EC2000 standards and assessment requirements affect Engineering programs and students (the executive summary is available as a pdf file).
  • Accrediting Bureau of Health Education Schools (ABHES)
    • In Publications:
      • In the Accreditation Manual (17th edition, pdf file), see Section I (Program effectiveness) in Chapter V (Evaluation standards applicable to all educational programs).
      • The reporting examples in the Program Effectiveness Plan Outline suggest assessment methods and processes (pdf file).
  • Accreditation
    Council for Continuing Medical Education
    (ACCME)

    • Under Requirements, select Accreditation requirements for CME providers, then Accreditation criteria. Criterion 11 addresses outcomes assessment. The examples of
      compliance and noncompliance
      for this criterion has additional guidance.
  • Accreditation Council for Graduate Medical Education (ACGME)
    • Under Program and institutional guidelines / Institutional accreditation, select Institutional review, then Common program requirements (pdf file). Section IV.A.5 describes the ACGME competencies and Section V.A.1 describes formative evaluation of residents. The Program director guide to the common program requirements has additional guidance (pdf files; this was not available when last checked).
    • Common program requirements approved but not in effect describes upcoming changes in ACGME processes (pdf files).
    • Information on the development of a single accreditation system for medical & osteopathic graduate programs (pdf files).
  • Accreditation Council for Occupational Therapy Education (ACOTE)
    • In the 2011 Standards and Interpretive Guide (pdf file), see Sections A.4.2 (re reporting outcomes) and B. (program content requirements). The standards indicate that the content
      requirements are expected learning outcomes, and require outcomes assessment.
  • Accreditation Council for Pharmacy Education (ACPE)
    • Select Standards. See Standards No. 3 & 15 in the most recent Standards and Guidelines (a pdf file).
    • Proposed new standards: In the draft Standards 2016, see Sections I (educational outcomes) and III (assessment of standards and key elements).
  • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
    • Select Standards of Accreditation.
      • In the Standards (pdf file), see Section C: Evaluation. The Accreditation manuals have additional guidance (pdf files).
  • American Academy for Liberal Education (AALE)
    • Higher Education has standards and criteria (pdf files) for:
      • U.S. colleges, universities, and liberal arts institutions: Select the domestic accreditation process, then domestic standards, then standards and
        criteria for institutional accreditation
        (pdf file). See Standard A. Liberal Learning Assessment and Appendices I & II.

        • The standards for accreditation of individual programs were not available when last checked.
      • Colleges & programs outside of the U.S.: Select the international accreditation process, then international standards, then standards and criteria for program accreditation. (This pdf file was not available when last checked. When it was last available, the relevant sections were: Education Standards: Liberal Learning
        Assessment and Appendices I & II.)
  • American Association of Family and Consumer Sciences (AAFCS)
    • In the Accreditation documents, see Standard 2.2: Assessment Procedures in the Accreditation Standards for Undergraduate Programs (pdf file).
  • American Psychological Association: Education Directorate (APA)
    • Select Accreditation. Under Criteria and procedures, select the Guidelines &
      Principles
      (pdf file). In the Accreditation Domains and Standards for doctoral programs, see Domain F: Program Self-Assessment and Quality Enhancement.
    • Select Precollege and Undergraduate, then Undergraduate psychology. The Guidelines for the Undergraduate Psychology Major has learning goals & outcomes. The Assessment CyberGuide for Learning Goals and Outcomes has assessment tips & strategies. (The Guidelines and the CyberGuide are pdf files.)
  • Association to Advance Collegiate Schools of Business (AACSB)
    • Select Accreditation, then see the list of Accreditation Standards. (View standards
      online or download as pdf files.)

      • In the 2013 standards for Business programs, see Learning and Teaching Standards,
        Standard 8 (Curricula Management and Assurance of Learning).
      • In the 2013 standards for Accounting programs, see Learning and Teaching Standards, Standard A5 (Accounting Curricula Management and Assurance of
        Learning).
      • In the 2003 standards for Business and for Accounting programs, see the Assurance
        of Learning
        Standards.
    • See Events / Upcoming conferences for information about AACSB’s assessment conference.
    • The American Accounting Association (AAA) assessment website also has guidelines and resources for developing assessment programs.
  • Accreditation Council for Collegiate Business Schools & Programs (ACBSP)
    • Select Accreditation.
      • In the Accounting Accreditation Files, select Accounting Accreditation Standards & Criteria (pdf file). See Standard 4 (Measurement and analysis of student learning and
        performance).
      • In the Associate Degree Files, select  Standards and Criteria for
        Associate Degree
        (pdf file). See Standard 4 (Measurement, analysis and knowledge management) and Table 2 (Student Learning Results).
    • Accreditation / Outcomes Assessment has links to other assessment resources.
  • Aviation Accreditation Board International (AABI)
    • Select Forms (pdf files).
      • In the Accreditation Criteria Manual, see Criteria 2.10 (for associate degree
        programs), 3.3 (for baccalaureate programs), and 4.10 (for graduate programs).
      • In the Evidence Guide, sections 4.0 through 7.0 have information relevant to outcomes assessment.
  • Commission on Accreditation of Allied Health Education Programs (CAAHEP)
    • Select For Program Directors, then Standards and Guidelines. The page has links to standards and guidelines for programs in the various professions (pdf files). Most include a section on Student and Graduate Evaluation/Assessment.
  • Commission on Accreditation of Athletic Training Education (CAATE)
    • Select Professional,then Professional Documents.
      • In the Standards for Accreditation of Professional Programs (pdf file), see Standards 4-13 (Outcomes).
      • Also see the list of Competencies (pdf file).
    • In the Post-Professional (graduate program) standards (pdf file), see the list of competencies and Standards 8-19 (Outcomes).
  • Commission on Accreditation in Physical Therapy Education (CAPTE)
    • Select Accreditation Handbook, then the Evaluative Criteria (pdf files).
      • In the criteria for PTs, see Section 1’s subsections on Program Mission, Goals, and Expected Outcomes (P-1 through P-3) and Program Assessment and Planning (P-4) and Section 2: Curriculum plan, evaluation, content, and outcomes (CP-2.2, 2.6, 2.7, CC-5, and CO-1 through CO-4).
      • In the criteria for PTAs, see Section 4: Program Assessment.
  • Commission on Collegiate Nursing Education (CCNE)
    • Select Standards, Procedures, & Resources, then either Baccalaureate & Graduate
      Nursing Programs
      or Nurse Residency Programs. In the Accreditation Standards for the selected programs (pdf files), see Standards III (Program Quality: Curriculum and Teaching-Learning Practices), and IV (Program Effectiveness: Assessment and Achievement of Program Outcomes).
  • Computing Sciences Accreditation Board (CSAB)
    • Accreditation activities previously conducted by the Computer Science Accreditation Commission (CSAC) are now conducted by the Computing Accreditation Commission (CAC) of ABET. In ABET’s accreditation criteria, select the criteria from the Computing Accreditation Commission.
  • Council for the Accreditation of Educator Preparation (CAEP)
    • NCATE and TEAC have merged to become CAEP.
    • In the Accreditation Standards (pdf file), see especially the Rationale for Standard 1 (Content and pedagogical knowledge) and Appendix D (Typical and suggested measures).
  • Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA)
    • In the Standards for Accreditation, see Standard 5.0 (Assessment).
    • In Accreditation Resources, select Read More, then see the annotated links in Assessment Resources (under Program Development).
  • Council on Chiropractic Education (CCE)
    • Select Publications. Search the Standards and the Accreditation Manual (pdf files) for
      “self-assessment,” “student assessment,” and “outcomes.”
  • Council for Accreditation of Counseling and Related Educational Programs (CACREP)
    • Select For Programs, then Resources for Programs.
      • In the 2009 Standards, see Section I: Evaluation (AA) and the lists of knowledge & skills (outcomes) to be demonstrated by students in each program.
      • The Guiding Statement for Student Learning Outcomes has interpretations, tips & suggestions (pdf file).
  • Council on Education for Public Health (CEPH)
    • Under Quick Links, select the Criteria for schools and for individual programs (pdf files). In the each set of criteria, see Criterion 2.7 (Assessment Procedures).
    • Under Accreditation, select Baccalaureate Level. In the Accreditation Criteria (pdf file, 2013), see Criterion 5 (Program Effectiveness) including the required documentation.
  • Council on Rehabilitation Education (CORE)
    • Select Resources. In the CORE Undergraduate Standards (pdf file), see Section II.C for a list of knowledge areas and outcomes for each knowledge domain. In the CORE Graduate Standards (pdf file), see Section I.C.
  • Council on Social Work Education (CSWE)
    • Select Accreditation. In the 2008 Educational Policy and Accreditation Standards (pdf file), see Educational Policy 4.0-Assessment.
  • Distance Education and Training Council (DETC)
    • Select Becoming Accredited, then the Accreditation Handbook. In Appendix
      A.1 Accreditation Standards
      (pdf file), see Standard V.A. (Achievement of Student Learning Outcomes and Benefits)  & V.B. (Student Satisfaction). Appendix B.1 Guide to Self-Evaluation Report has details.
  • Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT)
    • In the Standards, see Standards D2: Public Information on Program Outcomes and E: Assessment (pdf file).
      • On the Program Resources dropdown menu, Compliance Assistance includes an FAQ for Standard D2 (pdf file).
  • Liaison Committee on Medical Education (LCME)
    • Select Standards and Publications, then Functions and Structure of a Medical School (pdf files). In the 2014-2015 edition, see Standards ED-1, ED-26 through ED-28, ED-30 & 31, and ED-46 & 47 under Educational Program for the M.D. Degree. In the 2015-2016 edition, see especially Standards 6.1, 8.2, & 9.4-9.8.
  • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
    • Look under Accreditation in the left-hand menu. Select a program type (CG, etc.). For programs submitting self-studies before August 2014, see the Standard on Outcomes Measures in the 2009 Guide to Accreditation (pdf file; the Standard number depends on the program type but is near the end of the list, usually one of Standards 14-16). For programs submitting self-studies after that, see Standard II: Assessment and
      Continuous Quality Improvement in the 2012 Standards.
    • Guidelines for writing instructional objectives (pdf file).
  • National Architectural Accrediting Board (NAAB)
    • Select Accreditation, then either the 2009 Conditions or the 2014 Conditions (the 2014 Conditions were in draft form when last checked). In the Conditions for Accreditation (pdf files), see Part Two, Section 1 (Student Performance — Educational Realms & Student Performance Criteria).
  • National Association of Schools of Art and Design (NASAD)
    • Select Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate/Graduate programs in Art & Design.
  • National Association of Schools of Dance (NASD)
    • Select Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate Programs in Dance.
  • National Association of Schools of Music (NASM)
      • Under Accreditation, select Accreditation Documents and Guidance.
        • Select Standards and Policies, then NASPAA Standards. See Standard 5: Matching Operations With the Mission: Student Learning.
        • The Assessment Toolkit has links to assessment-related presentations and
          other resources (mostly pdf files).
  • National Association of Schools of Theatre (NAST)
    • Go to Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate/Graduate programs in Theatre.
  • National Council for Accreditation of Teacher Education (NCATE)
    • NCATE and TEAC have merged to become the Council for the Accreditation of
      Educator Preparation
      (CAEP).
  • National League for Nursing Accreditation Commission (NLNAC)
    • Select the Accreditation Manual. In the 2008 & the 2013 Standards and Criteria, see Standard 6: Outcomes for each program type (pdf files).
  • National Recreation and Park Association: Council on Accreditation (NRPA)
    • In the COAPRT menu, select Standards. In the COAPRT Standards 2013 (pdf file), core learning outcomes are in Section 7.0 (Learning Outcomes). The FAQ has more information about outcomes & assessment.
  • Society of American Foresters (SAF)
    • In the 2012 and 2014 editions of the Accreditation Handbook (pdf files), see Program
      Planning & Outcomes Assessment
      in Standard III.
  • Teacher Education Accreditation Council (TEAC)
    • NCATE and TEAC have merged to become the Council for the Accreditation of
      Educator Preparation
      (CAEP).

 

Accrediting Bodies General

Accredited Institutions and Programs

  • From US DOE Office of Postsecondary Education
  • Searchable database of educational institutions and programs accredited by recognized accrediting agencies and state approval agencies.
  • FAQs about accreditation and about the database.
  • The page with more information about accreditation includes lists of recognized accrediting agencies.

Locating Accrediting Bodies

  • U.S. regional, national, and specialized/professional accrediting bodies.
  • Addresses, telephone numbers/email, web links.
  • Maintained by CHEA.

Council for Higher Education Accreditation (CHEA)

  • About CHEA and accreditation.
  • Dashboards – DOE “dashboards” for comparing the regional and national (i.e., discipline-specific) accreditors. Prepared for June 2016 Naciqi meeting, copy of report, obtained by Inside Higher Ed. From June 21, 2016 Inside Higher Ed article describing/critiquing the “dashboards”.
  • Database of institutions accredited by recognized U.S. and international accrediting bodies.
  • Directories:
    Addresses, web links, and phone/email for:

    • U.S. regional, national, and specialized/professional accrediting bodies.
    • International accreditation and quality assurance bodies, and Ministries of Education.
  • Research & publications on accreditation.
  • Statement of Mutual Responsibilities for Student Learning Outcomes: The roles of accreditors, institutions, and programs (pdf file).
  • New Leadership Alliance publications Committing to Quality: Guidelines for Assessment and Accountability and Assuring Quality: An Institutional Self-Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment (pdf files).

 

Accredited Institutions and Programs

Accredited Institutions and Programs

  • From US DOE Office of Postsecondary Education
  • Searcheable database of educational institutions and programs accredited by recognized accrediting agencies and state approval agencies.
  • FAQs about accreditation and about the database.
  • The page with more information about accreditation includes lists of recognized accrediting agencies.

Locating Accrediting Bodies

Locating Accrediting Bodies

  • U.S. regional, national, and specialized/professional accrediting bodies.
  • Addresses, telephone numbers/email, web links.
  • Maintained by CHEA.

Council for Higher Education Accreditation (CHEA)

Council for Higher Education Accreditation (CHEA)

  • About CHEA and accreditation.
  • Database of institutions accredited by recognized U.S. and international accrediting bodies.
  • Directories:
    Addresses, web links, and phone/email for:

    • U.S. regional, national, and specialized/professional accrediting bodies.
    • International.accreditation and quality assurance bodies, and Ministries of Education.
  • Research & publications on accreditation.
  • Statement of Mutual Responsibilities for Student Learning Outcomes: The roles of accreditors, institutions, and programs (pdf file).
  • New Leadership Alliance publications Committing to Quality: Guidelines for Assessment and Accountability and Assuring Quality: An Institutional Self-Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment (pdf files).

U.S. Regional Accrediting Associations

U.S. Regional Accrediting Associations

Regional Accreditation and Student Learning: Principles for Good Practices (pdf file)

  • From the Council of Regional Accrediting Commissions (C-RAC).
  • Posted by SACS.
  • Also see the accompanying Guide for Institutions and Evaluators (pdf file, posted by Anoka-Ramsey Community College).

Regional Accreditation and Learning Outcomes: Mapping the Territory

  • This 2010 NILOA Occasional Paper summarized the similarities and differences in regional accreditors’ approaches to assessing learning outcomes (pdf file).

Middle States Association of Colleges and Schools: Commission on Higher Education (MSCHE)

  • Publications
    • Standards for Accreditation and Requirements of Affiliation
      • Accreditation standards (Characteristics of Excellence in Higher Education, a pdf file). Each standard includes descriptions of evidence for compliance. See Standards 7 (institutional assessment) and 14 (assessment of student learning) as well as comments in others such as Standard 12 (general education).
      • Revised standards, approved Fall 2014 (pdf file,): See Standard V (educational effectiveness assessment) and Criterion 7 in Standard III (student learning opportunities).
    • Guidelines for Institutional Improvement includes a number of documents about assessment (pdf files).
  • Events & conferences.

New England Association of Schools and Colleges: Commission on Institutions of Higher Education (NEASC-CIHE)

  • In the Standards for Accreditation, see Standards 4.48-4.55.

North Central Association of Colleges and Schools: Higher Learning Commission (HLC)

  • Information about HLC’s Pathways for Reaffirmation of Accreditation.
    • See related resources for overviews and additional information about each pathway. The pathway booklets are pdf files.
    • For more information about the AQIP pathway (Academic Quality Improvement Program), select AQIP from the dropdown menu for accreditation processes.
  • Criteria for Accreditation are available from the dropdown menu for accreditation processes. Select criteria, eligibility & candidacy, then criteria for accreditation.
    • In Criterion 4 (teaching & learning: evaluation & improvement), see especially Core Component 4.B. Core components in some other Criteria also refer to assessment and the use of assessment/evaluation information.
    • In the statement of Assumed Practices (in the right-hand menu More about the criteria), see section C.6.
  • The Academy for Assessment of Student Learning provides institutions with opportunities for training and guided assessment experience. In the dropdown menu for about the commission, select programs & services for information about the Academy.
  • Levels of Implementation worksheets and matrices for evaluating an institution’s assessment practices, and a whitepaper on using the worksheets (pdf files).
    • These worksheets are not specific to HLC accreditation and can be useful to any institution.
    • They are guides for self-examination, not accreditation checklists. (They’re no longer part of the Criteria for Accreditation because too many institutions treated them as checklists.)

Northwest Association of Schools and Colleges: Commission on Colleges and Universities (NWCCU)

  • Overview of and guidelines for the accreditation process, and an FAQ about accreditation.
  • Select Standards and Policies, the Accreditation standards. See Standard 4 (effectiveness and improvement).

Southern Association of Colleges and Schools: Commission on Colleges: (SACS/COC)

  • Select Accrediting Standards, then Principles of Accreditation, 2012 Edition (pdf file). Standards and requirements related to student learning outcomes assessment include Core Requirement 2.5 (institutional effectiveness), Standards 3.3.1 (institutional effectiveness) & 3.5.1 (college-level competencies), and Federal Requirement 4.1 (about evaluating student achievement).
  • In Policies & Publications / Handbooks, the Resource Manual for the Principles of Accreditation (pdf file) has comments, notes, and guidance about the standards and requirements.
  • A few entries in the lists of Quality Enhancement Plans on the Institutional Resources page include links to institutions’ websites with details of the plans, how they assess QEP outcomes, etc. (scroll down to Quality Enhancement Plans for these pdf files).
  • Links to other accreditation sites.

Western Association of Schools and Colleges (WASC)

  • The Accrediting Commission for Senior Colleges and Universities (ACSCU)
    • From the menu at the bottom of the page, select the Handbook of Accreditation (2013 edition, view online or download as pdf file). The Core Commitment to Student Learning and Success emphasizes student learning outcomes assessment. Standards emphasizing student learning outcomes assessment include #s 1 (defining institutional purposes and ensuring educational objectives, see especially section 1.2), 2 (achieving educational objectives through core functions, especially sections 2.3, 2.4, 2.6, 2.7, & 2.11), and 4 (creating an organization committed to quality assurance, institutional learning, and improvement, especially sections 4.1, 4.3, 4.4, & 4.5).
    • From the dropdown menu at the top of the page, select Documents.
      • Discussions of the nature, types, and uses of evidence in the 2002 Evidence Guide have much that’s relevant to assessing student learning outcomes (pdf file).
      • Rubrics to evaluate the effectiveness of assessment processes: See the Assessment rubrics (pdf file) and theEducational Effectiveness Framework (Word document).
    • Assessment Leadership Academy: See Events in the dropdown menu for an overview of the Academy
      • The November-December 2013 issue of Assessment Update (v25, no6) has articles about the Academy’s development and impact.
  • The Accrediting Commission for Community and Junior Colleges (ACCJC)
    • Select Eligibility Requirements & Standards, then Accreditation Standards (pdf file).
      Standards with components related to student learning outcomes assessment include I.B (improving institutional effectiveness), II.A (student learning programs and services), II.B (student support services, especially section 4), and II.C (library and learning support
      services, especially section 2).
    • Select Publications & Policies.
      • In the Guide to evaluating institutions, see especially the sections on Themes, Characteristics of Evidence, and on the various Standards (pdf file).
      • In the Rubric for evaluating institutional effectiveness, see Part III: Student Learning Outcomes (pdf file).
    • In Other Resources, see the bibliographies on student learning and outcomes assessment (pdf files).

Non-U.S. Quality Assurance/Academic Audit Processes

Non-U.S. Quality Assurance/Academic Audit Processes

AHELO:
Feasability Study for the International Assessment of Higher Education Learning Outcomes

  • From OECD (which includes the U.S.).
  • An ongoing study, not yet an active assessment/quality-assurance process.

European Association for Quality Assurance in Higher Education (ENQA)

  • Association of European higher-education quality-assurance agencies, analogous to the U.S.’s CHEA.

European Quality Register for Higher Education (EQAR)

  • Browsable/searcheable register of European higher-education quality assurance agencies that comply with the European Standards and Guidelines for Quality Assurance (ESG background and [pdf file] full text are available under criteria for inclusion on this page).

Tertiary Education Quality and Standards Agency (TEQSA)

  • Australia’s regulatory & quality agency for higher education
    • Select Regulatory approach, then Standards framework. At the Higher Education Standards Panel page, select Higher Education Standards Framework. In the menu tabs, select text. See especially Section 5 (assessment is effective and expected student learning outcomes are achieved).
    • For providers has information about TEQSA processes.

The Quality Assurance Agency for Higher Education (United Kingdom)

  • About us overviews QAA activities.
  • Assuring standards and quality has information about the UK’s quality code for higher education and about subject-area benchmarks (see subject guidance).
  • Institution reports on individual universities & colleges.
    • How we review summarizes the various types of review used.

Specialized/Professional Accrediting Associations

Specialized/Professional Accrediting Associations

See CHEA‘s and ASPA‘s lists of specialized and professional accrediting associations. Some associations’ Web pages have details on criteria for assessment.

  • ABET
    • ABET is the accrediting board for engineering, computer science, technology, and applied science programs.
    • Information about ABET, accreditation, etc.
    • Select Accreditation, then Accreditation criteria & supporting documents. For each type of program (Applied Science, Computing, Engineering, or Engineering Technology), see the Criteria for Accrediting [these] Programs (read online or download as pdf files).
    • Select Accreditation: Step by step, then Before the accreditation process: Assessment planning for guidelines, tips, suggestions, & resources.
    • In Publications, select Special Reports, then Engineering Change, ABET’s study of how EC2000 standards and assessment requirements affect Engineering programs and students (the executive summary is available as a pdf file).
  • Accrediting Bureau of Health Education Schools (ABHES)
    • In Publications:
      • In the Accreditation Manual (17th edition, pdf file), see Section I (Program effectiveness) in Chapter V (Evaluation standards applicable to all educational programs).
      • The reporting examples in the Program Effectiveness Plan Outline suggest assessment methods and processes (pdf file).
  • Accreditation Council for Continuing Medical Education (ACCME)
    • Under Requirements, select Accreditation requirements for CME providers, then Accreditation criteria. Criterion 11 addresses outcomes assessment. The examples of compliance and noncompliance for this criterion has additional guidance.
  • Accreditation Council for Graduate Medical Education (ACGME)
    • Under Program and Institutional Guidelines/Institutional Accreditation, select Institutional review, then Common program requirements (pdf file). Section IV.A.5 describes the ACGME competencies and Section V.A.1 describes formative evaluation of residents. The Program director guide to the common program requirements has additional guidance (pdf files; this was not available when last checked).
    • Common program requirements approved but not in effect describes upcoming changes in ACGME processes (pdf files).
    • Information on the development of a single accreditation system for medical & osteopathic graduate programs (pdf files).
  • Accreditation Council for Occupational Therapy Education (ACOTE)
    • In the 2011 Standards and Interpretive Guide (pdf file), see Sections A.4.2 (re reporting outcomes) and B. (program content requirements). The standards indicate that the content requirements are expected learning outcomes, and require outcomes assessment.
  • Accreditation Council for Pharmacy Education (ACPE)
    • Select Standards. See Standards No. 3 & 15 in the most recent Standards and Guidelines (a pdf file).
    • Proposed new standards: In the draft Standards 2016, see Sections I (educational outcomes) and III (assessment of standards and key elements).
  • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
    • Select Standards of Accreditation.
      • In the Standards (pdf file), see Section C: Evaluation. The Accreditation manuals have additional guidance (pdf files).
  • American Academy for Liberal Education (AALE)
    • Higher Education has standards and criteria (pdf files) for:
      • U.S. colleges, universities, and liberal arts institutions: Select the domestic accreditation process, then domestic standards, then standards and criteria for institutional accreditation (pdf file). See Standard A. Liberal Learning Assessment and Appendices I & II.
        • The standards for accreditation of individual programs were not available when last checked.
      • Colleges & programs outside of the U.S.: Select the international accreditation process, then international standards, then standards and criteria for program accreditation. (This pdf file was not available when last checked. When it was last available, the relevant sections were: Education Standards: Liberal Learning Assessment and Appendices I & II.)
  • American Association of Family and Consumer Sciences (AAFCS)
    • In the Accreditation documents, see Standard 2.2: Assessment Procedures in the Accreditation Standards for Undergraduate Programs (pdf file).
  • American Psychological Association: Education Directorate (APA)
    • Select Accreditation. Under Criteria and procedures, select the Guidelines & Principles (pdf file). In the Accreditation Domains and Standards for doctoral programs, see Domain F: Program Self-Assessment and Quality Enhancement.
    • Select Precollege and Undergraduate, then Undergraduate psychology. The Guidelines for the Undergraduate Psychology Major has learning goals & outcomes. The Assessment Cyber Guide for Learning Goals and Outcomes has assessment tips & strategies. (The Guidelines and the Cyber Guide are pdf files.)
  • Association to Advance Collegiate Schools of Business (AACSB)
    • Select Accreditation, then see the list of Accreditation Standards. (View standards online or download as pdf files.)
      • In the 2013 standards for Business programs, see Learning and Teaching Standards, Standard 8 (Curricula Management and Assurance of Learning).
      • In the 2013 standards for Accounting programs, see Learning and Teaching Standards, Standard A5 (Accounting Curricula Management and Assurance of Learning).
      • In the 2003 standards for Business and for Accounting programs, see the Assurance of Learning Standards.
    • See Events / Upcoming conferences for information about AACSB’s assessment conference.
    • The American Accounting Association (AAA) assessment website also has guidelines and resources for developing assessment programs.
  • Accreditation Council for Collegiate Business Schools & Programs (ACBSP)
    • Select Accreditation.
      • In the Accounting Accreditation Files, select Accounting Accreditation Standards & Criteria (pdf file). See Standard 4 (Measurement and analysis of student learning and performance).
      • In the Associate Degree Files, select  Standards and Criteria for Associate Degree (pdf file). See Standard 4 (Measurement, analysis and knowledge management) and Table 2 (Student Learning Results).
    • Accreditation / Outcomes Assessment has links to other assessment resources.
  • Aviation Accreditation Board International (AABI)
    • Select Forms (pdf files).
      • In the Accreditation Criteria Manual, see Criteria 2.10 (for associate degree programs), 3.3 (for baccalaureate programs), and 4.10 (for graduate programs).
      • In the Evidence Guide, sections 4.0 through 7.0 have information relevant to outcomes assessment.
  • Commission on Accreditation of Allied Health Education Programs (CAAHEP)
    • Select For Program Directors, then Standards and Guidelines. The page has links to standards and guidelines for programs in the various professions (pdf files). Most include a section on Student and Graduate Evaluation/Assessment.
  • Commission on Accreditation of Athletic Training Education (CAATE)
    • Select Professional, then Professional Documents.
      • In the Standards for Accreditation of Professional Programs (pdf file), see Standards 4-13 (Outcomes).
      • Also see the list of Competencies (pdf file).
    • In the Post-Professional (graduate program) standards (pdf file), see the list of competencies and Standards 8-19 (Outcomes).
  • Commission on Accreditation in Physical Therapy Education (CAPTE)
    • Select Accreditation Handbook, then the Evaluative Criteria (pdf files).
      • In the criteria for PTs, see Section 1’s subsections on Program Mission, Goals, and Expected Outcomes (P-1 through P-3) and Program Assessment and Planning (P-4) and Section 2: Curriculum plan, evaluation, content, and outcomes (CP-2.2, 2.6, 2.7, CC-5, and CO-1 through CO-4).
      • In the criteria for PTAs, see Section 4: Program Assessment.
  • Commission on Collegiate Nursing Education (CCNE)
    • Select Standards, Procedures, & Resources, then either Baccalaureate & Graduate Nursing Programs or Nurse Residency Programs. In the Accreditation Standards for the selected programs (pdf files), see Standards III (Program Quality: Curriculum and Teaching-Learning Practices), and IV (Program Effectiveness: Assessment and Achievement of Program Outcomes).
  • Computing Sciences Accreditation Board (CSAB)
    • Accreditation activities previously conducted by the Computer Science Accreditation Commission (CSAC) are now conducted by the Computing Accreditation Commission (CAC) of ABET. In ABET’s accreditation criteria, select the criteria from the Computing Accreditation Commission.
  • Council for the Accreditation of Educator Preparation (CAEP)
    • NCATE and TEAC have merged to become CAEP.
    • In the Accreditation Standards (pdf file), see especially the Rationale for Standard 1 (Content and pedagogical knowledge) and Appendix D (Typical and suggested measures).
  • Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA)
    • In the Standards for Accreditation, see Standard 5.0 (Assessment).
    • In Accreditation Resources, select Read More, then see the annotated links in Assessment Resources (under Program Development).
  • Council on Chiropractic Education (CCE)
    • Select Publications. Search the Standards and the Accreditation Manual (pdf files) for “self-assessment,” “student assessment,” and “outcomes.”
  • Council for Accreditation of Counseling and Related Educational Programs (CACREP)
    • Select For Programs, then Resources for Programs.
      • In the 2009 Standards, see Section I: Evaluation (AA) and the lists of knowledge & skills (outcomes) to be demonstrated by students in each program.
      • The Guiding Statement for Student Learning Outcomes has interpretations, tips & suggestions (pdf file).
  • Council on Education for Public Health (CEPH)
    • Under Quick Links, select the Criteria for schools and for individual programs (pdf files). In the each set of criteria, see Criterion 2.7 (Assessment Procedures).
    • Under Accreditation, select Baccalaureate Level. In the Accreditation Criteria (pdf file, 2013), see Criterion 5 (Program Effectiveness) including the required documentation.
  • Council on Rehabilitation Education (CORE)
    • Select Resources. In the CORE Undergraduate Standards (pdf file), see Section II.C for a list of knowledge areas and outcomes for each knowledge domain. In the CORE Graduate Standards (pdf file), see Section I.C.
  • Council on Social Work Education (CSWE)
    • Select Accreditation. In the 2008 Educational Policy and Accreditation Standards (pdf file), see Educational Policy 4.0-Assessment.
  • Distance Education and Training Council (DETC)
    • Select Becoming Accredited, then the Accreditation Handbook. In Appendix A.1 Accreditation Standards (pdf file), see Standard V.A. (Achievement of Student Learning Outcomes and Benefits)  & V.B. (Student Satisfaction). Appendix B.1 Guide to Self-Evaluation Report has details.
  • Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT)
    • In the Standards, see Standards D2: Public Information on Program Outcomes and E: Assessment (pdf file).
      • On the Program Resources dropdown menu, Compliance Assistance includes an FAQ for Standard D2 (pdf file).
  • Liaison Committee on Medical Education (LCME)
    • Select Standards and Publications, then Functions and Structure of a Medical School (pdf files). In the 2014-2015 edition, see Standards ED-1, ED-26 through ED-28, ED-30 & 31, and ED-46 & 47 under Educational Program for the M.D. Degree. In the 2015-2016 edition, see especially Standards 6.1, 8.2, & 9.4-9.8.
  • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
    • Look under Accreditation in the left-hand menu. Select a program type (CG, etc.). For programs submitting self-studies before August 2014, see the Standard on Outcomes Measures in the 2009 Guide to Accreditation (pdf file; the Standard number depends on the program type but is near the end of the list, usually one of Standards 14-16). For programs submitting self-studies after that, see Standard II: Assessment and Continuous Quality Improvement in the 2012 Standards.
    • Guidelines for writing instructional objectives (pdf file).
  • National Architectural Accrediting Board (NAAB)
    • Select Accreditation, then either the 2009 Conditions or the 2014 Conditions (the 2014 Conditions were in draft form when last checked). In the Conditions for Accreditation (pdf files), see Part Two, Section 1 (Student Performance — Educational Realms & Student Performance Criteria).
  • National Association of Schools of Art and Design (NASAD)
    • Select Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate/Graduate programs in Art & Design.
  • National Association of Schools of Dance (NASD)
    • Select Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate Programs in Dance.
  • National Association of Schools of Music (NASM)
      • Under Accreditation, select Accreditation Documents and Guidance.
        • Select Standards and Policies, then NASPAA Standards. See Standard 5: Matching Operations With the Mission: Student Learning.
        • The Assessment Toolkit has links to assessment-related presentations and other resources (mostly pdf files).
  • National Association of Schools of Theatre (NAST)
    • Go to Publications and then Assessment and Policy Studies for the pdf files Assessment on Our Own Terms and Assessment of Undergraduate/Graduate programs in Theatre.
  • National Council for Accreditation of Teacher Education (NCATE)
    • NCATE and TEAC have merged to become the Council for the Accreditation of Educator Preparation (CAEP).
  • National League for Nursing Accreditation Commission (NLNAC)
    • Select the Accreditation Manual. In the 2008 & the 2013 Standards and Criteria, see Standard 6: Outcomes for each program type (pdf files).
  • National Recreation and Park Association: Council on Accreditation (NRPA)
    • In the COAPRT menu, select Standards. In the COAPRT Standards 2013 (pdf file), core learning outcomes are in Section 7.0 (Learning Outcomes). The FAQ has more information about outcomes & assessment.
  • Society of American Foresters (SAF)
    • In the 2012 and 2014 editions of the Accreditation Handbook (pdf files), see Program
      Planning & Outcomes Assessment
      in Standard III.
  • Teacher Education Accreditation Council (TEAC)
    • NCATE and TEAC have merged to become the Council for the Accreditation of Educator Preparation (CAEP).

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