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This page presents
different strategies for developing and implementing state assessment
policies, using four means of origin and 11 stages. Each of these are
defined in the first two tables below. The remaining tables combine
them and present suggestions for policymakers at each stage of policy
development.
The stages are presented in chronological
order but the process of policy development is not linear, as stages
might need to be repeated depending on the policy context.
Policy Origins
| SHEEO Policy |
Policy enacted by state governing, coordinating,
regulatory, or planning board |
| Statewide Planning |
Assessment as a component of larger structure
for institutional management and coordination |
| Legislative Statute or Appropriations |
Statute requiring the use of assessment or support
of policy through state appropriations to higher education |
| System/ Institutional |
Initiative to achieve goals or respond to external
scrutiny |
Top
Stages of Development
(Links provide details of each policy stage)
Top
Stage:
Isolate the Problem
|
| SHEEO Policy |
SHEEO concludes that institutional changes are needed and assessment
information can be helpful
Decides how assessment can contribute to improvement at the institution
|
| Statewide Planning |
Planning process sets institutional/system goals that will use
improved data collection to target perceived deficiencies
SHEEO decides how assessment can be incorporated into goal achievement
|
| Legislative Statute/
Appropriations |
Legislature/Staff identifies areas in which more knowledge is
needed to evaluate performance
Decides on specific remedies such as accountability, quality,
and improvement
|
|
System/Institutional
|
Higher education leaders articulate ways that improved data systems
can rectify problems
Develop preliminary assessment plans and models to improve quality
of information
|
Top
| Stage:
Consult Widely |
| SHEEO Policy |
In conjunction with institutions, explore the causes of previously
reported deficiencies
Ask business, civic, and higher education leaders about reasonable
expectations regarding assessment enactment and usage
Incorporate ideas into policy goals
|
| Statewide Planning |
In conjunction with institutions, explore the causes of previously
reported deficiencies
Ask business, civic, and higher education leaders about reasonable
expectations regarding assessment enactment and usage
Incorporate ideas into the language of planning goals and implementation
steps
|
| Legislative Statute/
Appropriations |
Work with SHEEO to identify the areas in which better assessment
data could address performance deficiencies
Meet with business, civic, and higher education leaders about
reasonable expectations regarding assessment enactment and usage
Incorporate ideas into statutory language or appropriations provisions
|
|
System/Institutional
|
Work with SHEEO and individual institutions to identify which
concerns can be addressed through better assessment data and which
are management-related
Meet with business, civic, and higher education leaders about
reasonable expectations regarding assessment enactment and usage
Incorporate ideas into plans
|
Top
| Stage:
Articulate Vision and Strategy |
| SHEEO Policy |
SHEEO reveals its policy decisions to higher education community,
policymakers, and public
Purpose and end-goals of policy are shared
Specifics for implementation are also given, including resource
requirements, timelines, roles and responsibilities of various
groups, and intermediate steps
|
| Statewide Planning |
SHEEO incorporates a clear role for assessment into goals and
implementation aspects of strategic plan
Purpose and end-goals of policy are shared
Specifics for implementation are given, including resource requirements,
timelines, roles and responsibilities of various groups, and intermediate
steps
|
| Legislative Statute/
Appropriations |
Legislature/Staff specify how assessment can be used to collect
the information of interest
Purpose and end-goals of policy are shared
Specifics for implementation are also given, including resource
requirements, timelines, roles and responsibilities of various
groups, and intermediate steps
|
|
System/Institutional
|
System/Institutional leaders present assessment policy initiative
to public and policymakers
Clear purpose and plans for utilization of information are outlined
Specifics for implementation are also given, including resource
requirements, timelines, roles and responsibilities of various
groups, and intermediate steps
|
Top
| Stage:
Gain Support of Education and Political Leaders |
| SHEEO Policy |
Share details of plan with institutions
Ascertain the potential contribution of leaders regarding policy
development
Define tasks to be achieved and lines and rules for communication
|
| Statewide Planning |
Approach leaders by demonstrating how policy achieves state objectives
Ascertain the potential contribution of leaders regarding policy
development
Define tasks to be achieved and lines and rules for communication
|
| Legislative Statute/
Appropriations |
Policymakers approach leaders by demonstrating how policy achieves
state objectives
Staff articulates how plan addresses institutional concerns
Establish rules and lines of communication
|
|
System/Institutional
|
Institutional leaders demonstrate how policy addresses state
concerns for quality and effectiveness
Establish rules and lines of communication
|
Top
| Stage:
Educate the Public |
| SHEEO Policy |
Present expected costs and benefits to institutions and the impact
on the state
Staff answers concerns about budgets and resource impacts
|
| Statewide Planning |
Present expected costs and benefits to institutions and the impact
on the state
Staff answers concerns about budgets and resource impacts
|
| Legislative Statute/
Appropriations |
Present expected costs and benefits to institutions and the impact
on the state
Staff answers concerns about budgets and resource impacts
|
|
System/Institutional
|
Present expected costs and benefits to individual institutions
and departments and articulate the impact on the state
|
Top
| Stage:
Disseminate Ideas |
| SHEEO Policy |
Share policy ideas widely with higher education community
Hold frequent or extended dialogues with individual institutions
Be prepared with a plan to counter resistance
|
| Statewide Planning |
Share policy ideas widely with higher education community
Hold frequent or extended dialogues with individual institutions
Be prepared with a plan to counter resistance
|
| Legislative Statute/
Appropriations |
Share policy ideas widely with higher education community
Hold frequent or extended dialogues with individual institutions
Be prepared with a plan to counter resistance
|
|
System/Institutional
|
Share policy ideas widely with higher education community
Hold frequent or extended dialogues with individual institutions
and departments
Be prepared with a plan to counter resistance
|
Top
| Stage:
Pilot Testing and Trials |
| SHEEO Policy |
Identify institutions or aspects of the policy for a limited
implementation
|
| Statewide Planning |
Phase-in parts of the assessment policy and its requirements
over the first few years
|
| Legislative Statute/
Appropriations |
Phase in program requirements, required funds, and the number
of goals or indicators
|
|
System/Institutional
|
Phase-in parts of the assessment policy and its requirements
over the first two years
|
Top
| Stage:
Examine and Report Results and Findings |
| SHEEO Policy |
Study the process of implementation and the policy's outcomes
Incorporate feedback into analysis
Distribute findings
|
| Statewide Planning |
Policy or planning team studies policy outcomes
Issue progress report
|
| Legislative Statute/
Appropriations |
Staff/Task force studies policy and reports on success; report
should link process to outcomes
|
|
System/Institutional
|
Institutional committee/ task force studies outcomes of policy
Issues progress report
|
Top
| Stage:
Statewide Dialogue |
| SHEEO Policy |
Dialogue with institutions, leaders, and stakeholders
Consult widely on the impacts and benefits of the policy
Revisit the implementation and changes necessary to successfully
enact the policy statewide
|
| Statewide
Planning |
Dialogue with institutions, leaders, and stakeholders
Consult widely on the impacts and benefits of the policy
Revisit the implementation and changes necessary to successfully
enact the policy statewide
|
| Legislative Statute/
Appropriations |
Dialogue with institutions, leaders, and stakeholders
Consult widely on the impacts and benefits of the policy
Revisit the implementation and changes necessary to successfully
enact the policy statewide
|
|
System/Institutional
|
Dialogue with institutions, leaders, and stakeholders
Consult widely on the impacts and benefits of the policy
Revisit the implementation and changes necessary to successfully
enact the policy statewide
|
Top
| Stage:
Implement Policy |
| SHEEO Policy |
Enact new policy, expand indicators, institute additional funding
requirements
|
| Statewide Planning |
Enact new policy, expand indicators, institute additional funding
requirements
|
| Legislative Statute/
Appropriations |
Enact new policy, expand indicators, institute additional funding
requirements
|
|
System/Institutional
|
Enact new policy, expand indicators, institute additional funding
requirements
|
Top
| Stage:
Evaluate and Review |
| SHEEO
Policy |
Establish system for ongoing and periodic review and revision
of the policy
|
| Statewide
Planning |
Establish system for ongoing and periodic review and revision
of the policy
|
| Legislative
Statute/ Appropriations |
Establish system for ongoing and periodic review and revision
of the policy
|
|
System/Institutional
|
Establish system for ongoing and periodic review and revision
of the policy
|
Top
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On this page
Policy Development and Implementation
Policy Origins
Stages of Development
Isolate the Problem
Consult Widely
Articulate Vision and Strategy
Gain Support of Education and Political Leaders
Educate the Public
Disseminate Ideas
Pilot Testing and Trials
Examine and Report Results and Findings
Statewide Dialogue
Implement Policy
Evaluate and Review
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