Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN

1. Assessing your Assessment Plan Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu

2. YSU Added note: the first four slides are introduction slides

6. What is the focus of your assessment efforts?

7. Compliance Commitment External Questions Internal Questions Number & Amount Quality & Utility Reporting Interpreting Collecting it Using it Accreditation Learning

8. Promoting a Culture of Learning

9. Promoting a Culture of Learning BEGINNING PROGRESS MATURING

10. Promoting a Culture of Learning BEGINNING PROGRESS MATURING Workshops, Speakers and Consultants on student learning Ongoing dialogue on student learning, development and measurement of learning outcomes Student learning has become central to the institution and student learning, performance, and achievement are celebrated

11. Promoting a Culture of Learning BEGINNING PROGRESS MATURING Activities Events Traditions Processes Systems

12. Promoting a Culture of Learning BEGINNING PROGRESS MATURING Isolated Pervasive Occasional Usual Individual Structural Surface Embedded External Internal Accreditation Improvement

13. Promoting a Culture of Learning BEGINNING PROGRESS MATURING LEADERSHIP Isolated Pervasive KNOWLEDGE Occasional Usual RESOURCES Individual Structural Surface Embedded COMMUNICATION External Internal COMMITMENT Accreditation Improvement

14. What are you measuring?

15. The relationship between values and measures Values Measures

16. Do you have measurable, meaningful program level student learning outcomes?

17. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness?

18. AssessingAssessing Learning What the student / faculty / staff will √ Know √ Do

19. Assessing Program Effectiveness What the course / program /department / area will do or achieve • Participation • Support • Improvement • Placement • Retention • Development • Satisfaction.

20. Assessing Program Effectiveness • Satisfaction surveys • Exit interviews & focus groups • Observations • Follow-up studies • Retention and transfer studies • Length of time to degree • Efficiency, accuracy of services performed • Number of students served, repeat visits • Self report of impact on those served • Graduation and transfer rates • Placement rates.

21. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness? • B: Reasonable Number?

22. Exertion without Intention

23. Exhaustion

24. Intention without Exertion

25. Intention and Exertion

26. Outcomes can overlap

27. Common Core Outcome Outcome Outcome Outcome

28. Program A Outcome Outcome Outcome Outcome Outcome Outcome

29. Program B Outcome Outcome Outcome Outcome Outcome Outcome Outcome Outcome

30. Outcome Outcome Outcome Outcome Outcome Outcome Outcome Outcome Program C Outcome Outcome

31. Outcome Outcome Outcome Outcome Outcome Outcome Outcome Outcome Program D Outcome Outcome Outcome Outcome

32. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness? • B: Reasonable Number? • C: Tied to mission / goals?

33. Mission Vision General Education Student Affairs External Agencies Academic Programs

34. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness? • B: Reasonable Number? • C: Tied to mission / goals? • D: Appropriate format?

35. Format for learning outcomes: Students / Faculty / Staff will be able to <<action verb>> <<something>>

36. Students / Faculty / Staff will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.

37. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness? • B: Reasonable Number? • C: Tied to mission / goals? • D: Appropriate format? • E: Cognitively appropriate?

38. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write

39. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Su rize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Lower level course outcomes

40. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Advanced Course / Program outcomes

41. Student Learning Outcomes • Students will have a basic knowledge of human anatomy.

42. Student Learning Outcomes • Interpret a financial statement

43. Student Learning Outcomes • Question inconsistent results

44. Student Learning Outcomes • Demonstrate the ability to solve problems, to work independently and to work as members of a team.

45. Student Learning Outcomes • Be recognized for excellent preparation and will be vigorously recruited by employers.

46. Student Learning Outcomes • Students will be able to identify, define, and evaluate……

47. Student Learning Outcomes • Students will be able to identify, define, and evaluate……

48. Student Learning Outcomes • Students will be able to select, describe, and interpret…..

49. Reviewing Student Learning Outcomes • A: Student Learning or Program Effectiveness? • B: Reasonable Number? • C: Tied to mission / goals? • D: Appropriate format? • E: Cognitively appropriate? • F: Do faculty agree on the definition of the outcome? (components)

50. Components • What are you looking for in student work to be able to tell if they “get it” • Grading criteria