Maps, Rubrics and Templates

1. Maps, Rubrics and Templates A Primer on Their Uses for Assessment in Student Affairs

3. Presentation Learning Objectives • Recognize three distinct tools for documenting, reporting, and communicating program outcomes and impact; • Gain a basic understanding of the appropriate use of each tool in assessing outcomes and impact; • Acquire a basic knowledge of the Council for the Advancement of Standards learning domains; and • Acquire a basic knowledge of the AAC&U VALUE Rubrics

4. Presentation Outline • A Brief Overview of the CAS Standards • Using the CAS Standards for Assessing Student Affairs Programs by Mapping the CAS Learning Domains and Outcomes • A Brief Overview of the AAC&U VALUE Rubrics • Using the AAC&U VALUE Rubrics for Assessing Student Learning in Student Affairs Programs • A Model Template for Documenting, Reporting, and Communicating Assessment Activity

6. A Brief Overview of the CAS Standards

7. Founded in 1979 in response to efforts to establish specialized student affairs accreditation programs

8. CAS is a consortium of about 40 professional associations representingover 100,000 professionals.

9. CAS Mission The Council for the Advancement of Standards exists to: • promote theimprovement of programs and services • promote assessment in educational practice • promote the use of standards in practice • to enhance the quality of student learning and development sponsored by student affairs professionals

10. Why I advocate for the use of the CAS Standards • They are objective benchmarks developed by people who understand student affairs work. • They promote the development of a shared vision for excellence.

11. CAS has developed41 Standards and Guidelinesfor student affairs functional areas Ranging from A Academic Advising Admissions Alcohol, Tobacco, and other Drugs to W Women’s Programs and 37 areas in between

12. The Standards: • represent indispensible requirements of practice • are reasonably achievable by any and all programs of quality within all institutions of higher education

13. Each standard covers 13 topics: • Organization and Management • Campus and External Relations • Financial Resources • Technology • Facilities and Equipment • Assessment and Evaluation • Mission • Program • Leadership • Human Resources • Ethics • Legal Responsibilities • Equity • Diversity

14. CAS Outcomes Domains • Knowledge acquisition, construction, integration and application • Cognitive complexity • Intrapersonal development • Interpersonal competence • Humanitarianism and civic engagement • Practical competence

15. Using the CAS Standards forAssessing Student Affairs Programs by Mapping the CAS Standards Learning Domains and Outcomes

17. A Brief Overview of the AAC&U VALUE RubricsValid Assessment of Learning in Undergraduate Education

18. What is a rubric? A rubric is a guide that describes levels of student achievement along a continuum. It includes concrete descriptions for different levels of performance and a rating scale for measuring progress in attaining each level.

19. Why I advocate for the use of rubrics: Well-designed rubrics increase reliability in assessment by setting criteria that raters can apply consistently and objectively.

20. AAC&U Essential Learning Outcomes

21. Knowledge of Human Cultures and the Physical and Natural World

22. Intellectual and Practical Skills, including: • Inquiry and analysis • Critical and creative thinking • Written and oral communication • Quantitative literacy • Information literacy • Teamwork and problem solving

23. Personal and Social Responsibility, including: • Civic knowledge and engagement—local and global • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning

24. Integrative and Applied Learning, including: Synthesis and advanced accomplishment across general and specialized studies

25. VALUE Rubrics The Valid Assessment of Learning in Undergraduate Education

26. Benchmark Level Milestone Levels Capstone Level

27. Using the AAC&U VALUE Rubrics for Assessing Learning in Student Affairs Programs

28. A Model Template for Documenting, Reporting, and Communicating Assessment Activity

30. the name of the department • the name of the program or service assessed • a brief summary of the findings • the action that will be taken in the next academic year based on the findings • the potential obstacles to completing the action • an evaluation of the action taken (once the next academic year has been completed)

32. NILOA The National Institute for Learning Outcomes Assessment From Gathering to Using Assessment Results: Lessons from the Wabash National Study Charles Blaich and Kathleen Wise

33. “Excellence … entails an ethical and moral commitment. Teachers (and I want to say here that we are all teachers) with integrity inquire into the consequences of their work with students” (p.7).

34. “Educators with integrity inquire into the consequences of their work with students.” -- Lee Shulman

35. “most institutions already had more than enough actionable assessment evidence – not only in terms of national surveys and standardized outcome measures but also from information in institutional databases, student interviews, reports from external reviewers, and many other sources of information about student learning…

36. Most institutions have routinized data collection, but they have little experience in reviewing and making sense of data…Most of us behave as through the data in the reports will speak loudly enough to prompt action…But this denies reality on most of our campuses.”