From Here to Implementation: Putting Your Assessment Plan to Work

1. From Here to Implementation:Putting Your Assessment Plan to Work Karen Paulson Senior Associate

2. Outline • External Motivators • Internal Motivators • Assessment Across the Curriculum, Campuses, Institutions • Last Thoughts

3. “Federalization of Higher Education”? • "Without a greater commitment to accountability and transparency, 'federalization' of higher education and accreditation is a real possibility.“ (Judith Eaton, CHEA President, SACS-COC meeting, San Antonio, TX, December 2008)

4. "The likelihood of federalization of higher education and accreditation depends, in large measure, on the extent to which we are willing to assert our institutional leadership role. Institutional leadership related to higher education accreditation is counter to the existing trend toward increasing government control; however, if we don't make the case for institutional leadership, who will?"

5. “The emphasis by government on accountability in higher education accreditation ‘means there is a need for evidence of student achievement,’ Eaton said. "There also is a demand for greater transparency in the accreditation process and for more data collection in service of accountability.’” (CHEA News Release, http://www.chea.org/news/NR_2008.12.09.htm)

6. Dr. Burnham described the Commission’s intention to apply existing standards more carefully and consistently, particularly emphasizing the need for institutions to produce evidence of compliance rather than merely plans for future compliance. He also discussed the current regulatory environment and increased expectations for both accreditors and institutions. (Middle States Commission on Higher Education, Fall 2008 Newsletter)

7. Student Achievement – Thanks to intervention by Congress, supporting protests by the higher education community, the Secretary of Education will not be able to require accreditors to specify which standards institutions must apply to evaluate student achievement. Those decisions remain in the hands of member institutions. (Middle States Commission on Higher Education, Fall 2008 Newsletter)

8. What an accrediting commission should reasonably expect of an institution: 1. Role of student learning in accreditation. Educational quality is one of the core purposes of the institution, and the institution defines quality by how well it fulfills its declared learning mission.

9. 2. Documentation of student learning. The institution demonstrates that student learning is appropriate for the certificate or degree awarded and is consistent with the institution’s own standards of academic performance. The institution accomplishes this by: a. setting clear learning goals, which speak to both content and level of attainment; b. collecting evidence of goal attainment using appropriate assessment tools; c. applying collective judgment as to the meaning and utility of the evidence; and d. using this evidence to effect improvements in its programs.

10. 3. Compilation of evidence. Evidence of student learning is derived from multiple sources, such as courses, curricula, and co-curricular programming, and includes effects of both intentional and unintentional learning experiences. Evidence collected from these sources is complementary and portrays the impact on the student of the institution as a whole.

11. 4. Stakeholder involvement. The collection, interpretation, and use of student learning evidence is a collective endeavor, and is not viewed as the sole responsibility of a single office or position. Those in the institution with a stake in decisions of educational quality participate in the process.

12. 5. Capacity building. The institution uses broad participation in reflecting about student learning outcomes as a means of building a commitment to educational improvement. (“Regional Accreditation and Student Learning: Principles for Good Practices,” Adopted by the Council of Regional Accrediting Commissions, May 2003.)

13. Internal Motivators As a Faculty Member You Have • Natural Curiosity • Answer Questions You Are Interested In • Commitment Learning • Love of Your Subject Matter

14. Design Backward Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Institution Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Lesson Deliver Forward Plan for Designing and Delivering Learning Outcomes Huba & Freed, 2000, p. 108

15. Design Backward Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Institution Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Lesson Deliver Forward Plan for Designing and Delivering Learning Outcomes Huba & Freed, 2000, p. 108

16. Potential Linkages for Program Assessment • Campuses General Education  UP General Education • Campuses General Education  Campuses General Education • Campuses General Education  UP Majors • Campus General Education  Campus Majors • Campus Majors  Campus Majors • Within Your Respective Campuses

17. Defining Academic Excellence • Helps in Designing and Structuring Courses and Curricula • Reduces “Redundancy, Omission, and Irrelevancy” (Geis, 1996) • Facilitates Communication with Colleagues and Students • Sequencing and Prerequisites • What’s Expected of Them

18. Leads To • Opportunities for Collaboration • Opportunities for Cooperation • More Effective Use of Faculty Time and the Grading Process • Possible Capturing of Efficiencies (especially in terms of student transfer)

19. Problem Identified • Which Learning Outcome Should You Select? • What Bothers You About What It Seems Students • Learned (Or Not) In Your Course? • Knew When They Entered Your Course? • Remembered When They Left Your Course? • Be Explicit.

20. Benefits of Assessment? • The “So What?” Question • How You Have Used Assessment Results • To Change Your Courses and Classes • To Adapt Assignments • To Adapt Curricula • Don’t Forget! Document These Findings For Accreditation Purposes

21. What to do with Assessment • Use Results to Start Discussions, Not “Give Answers” • Forums for Collective Discussion • Emphasize Fixing Problems, not Creating “Winners and Losers” • Links to Resource Allocation • The Need for Consistency

22. Often Encountered Problems With Assessment • Measuring Everything that Moves • Need for Priorities (“What You Measure Is What You Value”) • “Evidence” not “Measurement” • The Perfect Data Fallacy • Recognize That All Data Are “Bad” • How Good Is Good Enough to Make a Decision?

23. Why It’s Good To Be At Penn State? • Supportive and Informed Administration • Resources and Opportunities Made Available • Institutional • Campus • Work Together • You’re Not Alone • Discuss With a Broader Set of Peers • Assessment Concepts • Assessment Methods – What Works • Curricular Benefits of Assessment

24. Thoughts • Don’t Be Overwhelmed • Just Start • Be Systematic • Continuous Not Episodic

25. Your Opportunity Today • Learn From One Another • Discuss With a Broader Set of Peers • Assessment Concepts • Assessment Methods – What Works • Curricular Benefits of Assessment

26. Thank You! • Questions or Comments? Please contact me at: • Karen Paulson • Karen@nchems.org • 303.497.0354