An Iterative Process of Measuring Learning Outcomes and Evaluation of Academic Programs as Part of Accreditation

1. Introduction

Accreditation is seen as a method to strengthen institutions and encourage professors to better understand the effectiveness of their teaching and learning. It provides a stamp of approval and helps students make informed decisions about choosing the best programs. Accreditation can also serve as an accountability and quality assurance mechanism in higher education (Blouin et al., 2018).

Measuring learning outcomes is a crucial part of the accreditation process for higher education institutions (HEIs) (Ahn, 2020). Accreditation is a formal evaluation and recognition process that assesses the quality and effectiveness of educational programs and institutions. The measurement of learning outcomes plays a significant role in demonstrating the achievement of educational objectives and program effectiveness. Here are some objectives that explain why measuring learning outcomes is important in the accreditation process:

• 1.

  Alignment with Educational Objectives (El Marsafawy et al., 2022): Accreditation standards typically require HEIs to define and articulate clear educational objectives and learning outcomes for their programs. Learning outcomes should be aligned with these objectives and reflect the knowledge, skills, and competencies that students are expected to acquire through their educational experiences.

• 2.

  Assessment Methods (Formative assessment, n.d.): Accreditation bodies often require HEIs to implement systematic and comprehensive assessment methods to measure learning outcomes. These methods may include direct assessments (e.g., exams, projects, portfolios) and indirect assessments (e.g., surveys, interviews) to gather evidence of student achievement and program effectiveness.

• 3.

  Rubrics and Criteria (Reynders et al., 2020): Accreditation processes may emphasize the use of rubrics and specific criteria for evaluating student work and measuring learning outcomes. Rubrics provide a structured framework for assessing student performance and determining the extent to which learning outcomes have been met.

• 4.

  Data Collection and Analysis (Hooda et al., 2022): HEIs are typically required to collect and analyze data on student performance and achievement of learning outcomes. This may involve tracking student progress, analyzing assessment results, and using statistical methods to evaluate the effectiveness of educational programs in meeting desired learning outcomes.

• 5.

  Continuous Improvement (Assessment of Learning Outcomes Handbook, 2021): Accreditation processes often stress the importance of using assessment data to drive continuous improvement. HEIs are expected to use the results of learning outcome assessments to identify areas for enhancement, make informed decisions about curriculum and instructional strategies, and implement changes to improve student learning.

• 6.

  Reporting and Documentation (Assessment of Learning Outcomes Handbook, 2021): Accreditation bodies usually require HEIs to compile comprehensive reports that document the measurement of learning outcomes. These reports provide evidence of how learning outcomes are assessed, the results of assessments, and any actions taken to improve student learning and program effectiveness.

• 7.

  External Review (Share of 25-34 year-olds, 2019): Accreditation processes often involve external review by independent evaluators or accreditation teams. These external reviewers assess the quality of the assessment processes, review evidence of student learning outcomes, and provide feedback and recommendations to the HEI.