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How Do We Know What They Know?Evaluating Student-LearningOutcomes in an MPA ProgramDavid C. PowellCalifornia State University, Long BeachABSTRACTThe development of student-learning assessment systems is a resource- and timeintensiveprocess. Instituting a comprehensive assessment system is especiallyimportant in Master’s of Public Administration (MPA) programs, due to theemphasis on skill-based education. This paper details the development of anassessment system in the MPA program at California State University, Long Beach,and reports some preliminary data collected from this new system. An argument ispresented for the use of a holistic, rather than a layered, assessment system.EVALUATING STUDENT-LEARNING OUTCOMES IN AN MPA PROGRAMIn the past two decades, we have witnessed an increased emphasis on assessingthe utility of educational programs. As external resources diminish, and studenttuition and fees increase, educational programs are being held accountable forthe education they provide to students. Over the past 50 years, the Master’s ofPublic Administration (MPA) has become the vital degree in the public service(NASPAA, 2009). As MPA degrees continue to become more vital, theemphasis on assessing the skills that MPA students acquire becomes evenstronger. In order to respond to these pressures and continue refining the MPAcurriculum, programs need to continuously improve their student-learningassessment systems.DEFINITIONS OF ASSESSMENTBefore beginning a discussion of the development of an assessment system atCalifornia State University, Long Beach (CSULB), it is important to explore thedefinitions and purposes of assessment. Accepted definitions of assessment are asvaried as assessment systems themselves. One common theme in academicliterature is the formative-summative taxonomy of assessment purposes(Terenzini, 1989). Formative assessment refers to the examination of individualoutcome data for the purpose of redesigning curricula and programmaticJPAE 15(3): 269–287 Journal of Public Affairs Education 269
How Do We Know What They Know?Evaluating Student-Learning Outcomes in an MPA Programrequirements. By contrast, summative assessment is often done on the aggregatelevel, and views outcomes on a programmatic rather than individual level. ForMPA programs, the results of summative assessment prove beneficial in theaccreditation process.Terenzini (1989) also identifies two additional aspects of assessment systems— the level and focus of assessment. The level of assessment refers to assessmentby individuals or groups. This is not a mutually exclusive situation, and effectiveassessment systems often incorporate both individual- and group-levelassessments. The focus of the assessment system may target knowledge, skills,behaviors, or attitudes (Ewell, 1994).Even within these foci, there are important distinctions. Knowledge may beviewed from either a knowledge-reproduction or knowledge-constructionperspective (Ewell, 1994). Assessment for knowledge reproduction analyzes theability of students to reproduce the knowledge acquired in the classroom, whileknowledge construction focuses on students’ abilities to create new knowledgeand contribute to the phenomenological development of the discipline. Becausemost MPA program mission statements are geared toward preparing students tocontribute to the community, as well as the discipline, assessment must gobeyond the mere reproduction of knowledge. As a practical program, the MPAshould afford students the opportunity to develop skills that may be applied to amyriad of public sector issues. Behavior and attitude assessments also areimportant for ethical adherence and public accountability. Therefore, assessmentin public affairs education must be multi-dimensional and comprehensive.The instances of assessment also may vary between programs. Kennedy(1999) identifies four possible levels of assessment: classroom observations andstudent surveys, teacher depictions of teaching, specific depictions of teachingstrategies, and general depictions of teaching strategies. This definition ofmultiple levels of assessment underscores the need for a multi-dimensionalassessment approach — one that includes many different mechanisms within anintegrated assessment process.WHY ASSESSMENT?Developing assessment systems requires a significant investment of time andenergy. In order to justify this investment, there must be compelling rationalesfor it. Weiss, et al. (2002) cite a renewed emphasis on assessment during the1980s, due to highly publicized stories of student failures in numerous publicschool settings. This prompted state legislatures to become engaged inmandating assessment for public schools. As it is with most policy changes, theimplementation of change is usually easier when the impetus comes from withinthe organization. Fortunately, there are several reasons for initiating anassessment revision within a department or college. Denton, Swanson, andMathews (2007) recommend the involvement of teachers in developing an270 Journal of Public Affairs Education
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