Holistic Student Success Platform
ISSAQ's Theory of Action
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Theories of action (ToA's) articulate how the components of an assessment model are used and, subsequently, lead to tangible outcomes and impacts (Markle, 2024). Such models are vital for any change-based assessment model (NCME, 2018). Given ISSAQ's focus on improving student success in higher education, a ToA not only helps to demonstrate how assessment results can and should be used, it serves as an agenda for validity research - pinpointing testable claims of measurement, use, and efficacy.
The theory of action outlined here addresses three main aspects of ISSAQ. Components refer to the tools, features, and services provided by DIA Higher Education as part of the platform. Action mechanisms refer to the ways in which those features are used across constituencies, primarily focusing on students and those working with them to improve their success (e.g., advisors, coaches, counselors). Finally, Impacts refer to the changes in behavior and results that one would expect to see across various constituencies (i.e., students, advisors, institutions) and periods of time.
Assessment Components
Action Mechanisms
Outcomes
B - Individual Reports
Individual reports use a growth-mindset approach. Scores are reported using one of three categories - Support, Engage, or Guide . Respectively, these scores indicate whether a factor requires significant attention (support), is a potential area for growth (engage), or - when Guide indicates that the factor is a strength for that student - serves as an asset for the student.
To see an example Individual Report, click here.
A - ISSAQ Student Survey
The ISSAQ Student Survey (ISSAQ-SS) assesses twelve factors across the behavioral, motivational, emotional, and social domains of student success. Using self-report Likert-type items, the survey gathers an array of reliable and valid information in about 15 minutes.
For more information, visit our assessment page.
Resources
F - Student
Engagement
ISSAQ's score reports foster three adaptive strategies.
(1) Students develop self-regulation by processing individualized feedback.
(2) Scores and resources are positioned in a way that fosters a growth mindset.
(3) The report is designed to foster help seeking by not only informing students about resources, but emphasizing their importance and value while removing negative stigma around asking for help.
J - Institutional
Outcomes
By leveraging ISSAQ data to guide advising, programming, and policy, institutions experience decreased staff turnover and more effective, data-driven advising. These improvements enable better design and administration of student programs and services, fostering a culture of continuous improvement and holistic student support.
H - Student
Outcomes
As students become more aware of their strengths, challenges, and available resources (through ISSAQ feedback and institutional supports), they are more likely to actively engage with those supports. This engagement leads to improved access to resources, enhanced academic performance, and increased retention, as students develop stronger habits and mindsets for navigating college successfully.
C - Resources & Interventions
Individual reports link to a Resource Hub that connects students with a host of interventions, ranging from general recommendations and strategies, institutional resources, and external resources (apps, websites, articles, etc.).
For more information, visit our intervention page.
Aggregate results are given to each institution in a way that best aligns with their strategy and resources. At minimum, this consists of summary reports that present findings across all students. Some institutions also give cohort reports to advisors, instructors, or other staff working with groups of students to summarize their strengths and opportunities for development relative to other students at the institution.
D - Aggregate Reporting
G - Institutional
Action
While driving student behavior is important, its effectiveness will be diminished if an institution is not capable and willing to provide meaningful support. Aggregate data help institutions understand students strengths and needs. ISSAQ's training resources helps the institution align resources and practices to be responsive to those needs.
Through ISSAQ, each institution has access to various forms of planning and training that help to build a culture, strategy, and practice that is responsive to the results form the ISSAQ-SS. Some common examples include training advisors on integrating results into student conversations and helping faculty integrate holistic pedagogy into the classroom.
E - Training & Services
Broader Impacts
Through consistent engagement and support, students develop noncognitive skills—such as self-efficacy, resilience, goal-setting, and belonging—that are critical to success both in college and beyond. These capacities contribute to higher persistence rates and the attainment of degrees or certificates, positioning students for long-term personal and professional success.
K - Student
When more students graduate with well-developed academic and noncognitive skills, society benefits through expanded economic and human capital. Individuals gain access to greater career and life opportunities, while communities and economies benefit from a more skilled, adaptable, and resilient population.
L - Society
This page serves as a warehouse for resources and tools related to ISSAQ's Theory of Action. Within the figure above, each letter refers to a component or phenomenon within the model, while the numbered connectors indicate hypotheses about how aspects within the model interact. In the section that follows, various resources are provided to establish, explain, or support each element of the ISSAQ ToA.
Hypotheses
1 - Individual score reports foster adaptive student mindsets.
When students receive individualized feedback from the ISSAQ Student Survey, they become more aware of their strengths, challenges, and available resources. This self-awareness, particularly in combination with meaningful reflection and action planning, fosters a self-management skills, a growth mindset, and help seeking.
For more information, click here to see our research memo.
2 - Individual results support institutional understanding, engagement, and support.
Through individual reports and aggregate results, institutions gain a better understanding of the strengths and challenges their students face. Whether using survey results directly or integrating ISSAQ data into predictive analytics efforts, institutions also gain the ability to better engage with students, providing the right type of support to students based on their needs. Finally, aggregate results can also inform the development, alignment, or administration of various co-curricular programs and resources.
For more information, click here to see our research memo.
3 - Aggregate Data Improve Institutional Strategy and Practice
Institutional interventions, informed by ISSAQ data, further strengthen structured support systems that help students connect with appropriate resources and programs, reinforcing engagement and persistence.
Research memo coming soon...
4 - Student Reflection and Agency Improve Success
As students become more aware and engaged, they are more likely to access available supports, apply strategies for success, and improve their academic outcomes, including performance and retention.
Research memo coming soon...
5 - Improvement in Student Outcomes
When institutions use ISSAQ data to shape policies and practices, advising becomes more effective and efficient, leading to improved student support and program delivery.
Research memo coming soon...
6 - Improvement in Organizational Outcomes
Enhanced institutional processes and advising practices improve the overall development, coordination, and administration of student success initiatives, reducing staff turnover and increasing consistency in student support.
Research memo coming soon...
7 - Student Success Efforts Develop Persistence and Long-lasting Skills
Increased student access to resources and support leads to stronger noncognitive skill development—such as resilience, self-regulation, and motivation—enabling students to persist and earn degrees or certificates.
For more information, visit the following resources:
8 - Societal Impacts of Improving Degree Attainment
When students persist and institutions achieve stronger outcomes, the combined effect enhances both individual opportunity and institutional reputation, leading to broader success across the higher education landscape.
Ultimately, these cumulative impacts lead to expanded individual opportunities and greater societal benefits, including increased economic and human capital through a more educated, skilled, and adaptable workforce.
For more information, visit the following resources: