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Using Evidence to Complete the Assessment Cycle

Using Evidence to Complete the Assessment Cycle . UK Office of Assessment. The LEARNING Initiative Office Of Undergraduate Education . Instruments (assessment, translation, from qual to quant); Benchmarks. Dissemination of results; formulation of improvement action plans. Data

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Using Evidence to Complete the Assessment Cycle

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  1. Using Evidence to Complete the Assessment Cycle UK Office of Assessment

  2. The LEARNING Initiative Office Of Undergraduate Education

  3. Instruments (assessment, translation, from qual to quant); Benchmarks • Dissemination of results; formulation • of improvement • action plans • Data • collection • Validation • process • Prelim data • analysis

  4. Warehousing Data is not the Goal • Assessment results must be used to improve learning • A spiraling process that involves: • Articulating outcomes and selecting benchmarks • Gathering data • Turning data into evidence • Identifying areas that need improvement • Planning improvement actions • Implementing improvement actions plans • Assessing effectiveness of improvements • Improve assessment & improvement process(es) as well as learning … and so on

  5. Preliminary Analysis • Consider how the “story” the data is telling addresses the questions important to you • You may already have questions about whatever is being measured • Ex: Are UK undergraduates achieving college-level math competency through the Gen Ed program? • Ex: Are UK undergraduates achieving college-level information literacy as a result of Library efforts? • If you are just starting and don’t know what to ask, focus on the three basic questions: • Who are our students? • What are our students learning? • How effective is our program/unit/department?

  6. Begin with the Basic Questions • Who are our students? • How engaged are they? How do they perceive the program? What and how much do they think they’re learning? What do they most/least value out of the program? • What are our students learning? • Direct evidence of learning in the program • How effective are we as a department, college, unit? • Enrollment numbers, usage numbers, retention/graduation rates, placement rates, employer perspectives on the program

  7. Analyzing Data • Look for gaps, threads, patterns in the evidence • Performance • Satisfaction • Enrollment • Retention/Persistence • Perception • Ask how the gaps or patterns address your questions about the program • Look at the whole data “picture” • One data set out of context can mean very little – and can lead you to a wrong conclusion

  8. Audience Awareness • Who are the audiences for assessment results, and what kind of results does each need? • For what main purpose will each audience use assessment results?

  9. Audiences use Results for Different Purposes

  10. What Kind of Improvements Can be Made? • Better student learning experiences • Increased student learning • Increased program/unit/department institutional efficiency • Increased program/unit/department institutional effectiveness

  11. One More Thing … • Please fill out the Workshop Evaluation Form in your folder Thanks!

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