Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.

This content is only available as a PDF.

Author notes

Jean Woodbury, Ph.D., is a 1996 recipient of the NACADA Outstanding Advisor Award and founding director of the Center for Academic Support Activities (CASA) at Framingham State College. Retired from her position as Associate Dean for Academic Affairs at the College, Dr. Woodbury is currently serving as President of the New England Educational Assessment Network and focusing her research and scholarly activities on issues of assessment at all levels of education. She may be contacted through E-mail at jeanette@world.std.com for information regarding this article.