ACADEMIC ADVISING EVALUATIONA Review of Assessment Instruments
The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
Contributor Notes
* DEBRA S. SREBNZK received her B.A. in psychology from the University of Washington in 1985. As a peer advisor with her department, she conducted a study evaluating the effectiveness of advising in small liberal arts program. That study forms the nucleus of this article. Currently, Ms. Srebnik is a candidate for the Ph.D. in clinical psychology at the University of Vermont.
