Assessment as a Tool for Advocacy

Submitted by Daniel Matamoros, Assistant Director of Financial Aid at Loyola University Chicago

Data is important. In fact, collecting and analyzing data are the hallmarks of some of the most influential businesses in existence today, and yet—as with most innovations—it feels as though our offices within higher education are lagging behind in appropriating and implementing these techniques for our own good. In effect, most student affair offices view data as something to be collected secondarily, as an afterthought, existing as a chore for the sake of demonstrating compliance or reviewing attitudes from existing programs. When leveraged correctly, however, we can harness the power of data through purposeful assessment to create new pathways and find ways to tackle, and effectively advocate for assistance, investment, and continued support for our programs and initiatives.

In effect, a common concern shared by members in our community is how to engage and manage current problems in the midst of crisis. With consumer confidence waning and with the added pressures of state and federal legislators pushing for divestment, it seems overwhelming (if not futile) to add the collection and analysis of data to our never-ending checklists. To some, this might even feel like an added investment they simply cannot afford. When looked through a critical lens, however, I argue that we cannot afford to continue to fly blind when putting our efforts and dwindling resources into programs we have not tested. In essence, this is where assessment becomes an invaluable tool for success.

It is worth clarifying here that what I mean by assessment is not the same as conducting research. Rather, it is the general art of gathering and reviewing data and information from students and others, for the sake of developing conclusions in connection with the expectations and goals in the programs we are investing in. This does not require a lengthy test and collection of questionnaires, but rather a simple, targeted, and focused evaluation of information that gets to the heart of what we are doing.

Moreover, with a new economics of value deeply embedded in the minds of everyone we encounter, we must learn to accept assessment as a means by which to produce means-tested and effective solutions- via programming- that effectively and efficiently tackle some of the problems faced by our institutions today. By doing so, we are then empowered to reach out to students, families, legislators, and university administrators with pertinent data and information that validates our efforts and encourages investment. In effect, we must look at assessment as a means by which to arm ourselves for the difficult conversations we must have to encourage the continued support we require to be successful; and if our assessments do not go exactly where we expect, we must use the information gathered to adapt and change fluidly in response to the demands that are present. In the end, all we can expect to lose when we invest in assessment is the ignorance we have in our efforts today.