Multi-Tier Design Assessment in the Development of Complex Organizational Systems

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Author(s): Melissa A. Dyehouse (Purdue University, USA), John Y. Baek (Center for Advancement of Informal Science Education, USA)and Richard A. Lesh (Indiana University, USA)
Copyright: 2009
Pages: 21
Source title: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
Source Author(s)/Editor(s): Christopher S. Schreiner (University of Guam, Guam)
DOI: 10.4018/978-1-60566-667-9.ch001

Keywords: Education / Educational Technologies / Information Science Reference / Surveys, Measurements & Response Systems

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Abstract

This chapter describes a model for evaluating complex organizations or systems. The design assessment model the authors propose is a response to current notions of assessment. There are assumptions we make about learning and the functioning of complex systems such as academic programs that do not match assumptions that are inherent in traditional forms of assessment. The authors use a case study of Purdue University’s strategic planning process to provide the context for describing how design assessment takes place in a higher education setting. Based on interviews and observations, we identify areas problematic for some notions of assessment and distinguish several implications based on these findings. The design assessment model may be useful when assessing complex educational organizations or programs, such as when (a) educational entities at the university level need to assess new programs or curriculum materials; or (b) curriculum developers need to assess new software or tools for instruction.

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Multi-Tier Design Assessment in the Development of Complex Organizational Systems

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