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Assessment Cycle

Assessment Cycle. California Lutheran University Deans’ Council February 6, 2006. Assessment Cycle. Assessment Symposium. Strategic Plan 2014. Program Review. California Lutheran University

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Assessment Cycle

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  1. Assessment Cycle California Lutheran University Deans’ Council February 6, 2006

  2. Assessment Cycle Assessment Symposium Strategic Plan 2014 Program Review CaliforniaLutheran University Dedicated to educating leaders for a global society who are strong in character and judgment, confident in their identity and vocation, and committed to service and justice. Core Values Excellence Service Diversity Respect Responsibility Courage Pursuit of Truth

  3. Assessment Cycle Program Review Assessment Symposium Strategic Plan 2014 Assessment Symposium

  4. Purpose Assessment Symposium Report assessment evidence and ways in which the evidence was and will be used to improve student learning and the quality of our service. Live Action Research

  5. Guiding Principles Assessment Symposium • Simple • Meaningful A Work in Progress

  6. Benefits Assessment Symposium • Sharing of research and learnings (e.g. Program Review) • Engages various members of the University Community • Listen, learn, and appreciate others

  7. Benefits Assessment Symposium • Supportive environment via roundtable format • Encourages assessment to become part of our practice • Research in Action!

  8. Features Assessment Symposium • 5 step model • 5 – 10 minute presentation • One goal • Standardized PowerPoint format • Review and practice sessions

  9. 5 Step Model Assessment Symposium • What goal was set? • What research design / measure was used? • What data were collected? • What emerged from data (analysis)? • What recommendations are made?Measurable goals set?

  10. Examples Assessment Symposium Academics • Program Review including External Review • External Review only Operations

  11. External Review Assessment Goal • Review of Foundations Courses and Student Teaching Seminar conducted by an external university team • Purpose: to investigate • Repetition of concepts • If “diversity” met NCATE standard 4 • If field experiences met NCATE standard 4 • If Foundation learning outcomes aligned with Student Teaching • If exit survey provided data for improvement Sample

  12. Research Design and Data Collection Sample • Content analysis of syllabi including candidate learning outcomes and anchor activities • Analysis of exit survey • Interviews with Dean and Foundations Coordinator

  13. Analysis of Data Sample • Findings • Syllabi content analysis shows appropriate content • “Diversity” depth is sufficient • Field experiences appropriate for Foundations courses • Appropriate alignment of Foundations and Student Teaching Seminar learning outcomes • Exit survey should be strengthened

  14. Future Goals Sample • Goals for upcoming year: • Continue to align online and onsite syllabi and anchor activities • Distribute specific TPE responsibility between Foundation courses • Specify school demographics for Field Activities to ensure experience in diversity • Gather exit portfolio data to help guide program improvement decisions

  15. Operations Assessment Goal Sample Reduce the number of complaints received from credential students

  16. Research Design Sample • Measures Used to Collect Data Toward Goal Progress • Established categories for complaints and recorded data daily Resulting from previous Data Analysis: • Created position of Student Service Coordinator • Provided additional training in customer service and technical areas • Implemented the development of staff professional portfolios

  17. Data Collection Results Sample

  18. Analysis of Data Sample • Fewer complaints received in areas with closer proximity of a credential supervisor. • Mis-advisement has the most room for improvement; most related to changes or confusion about state or university regulations or policies. • Fewer complaints were received in locations where professional development was regularly utilized. • Greater number of student-centered initiatives and fewer complaints received from areas where staff had developed professional portfolios.

  19. Future Goals Sample • Develop, implement and measure additional ways to communicate policies in order to decrease “mis-advisement” complaints. • Determine the relationship between complaints and participation in professional development and proximity of credential supervision provided. • Design and implement staff professional portfolios state-wide.

  20. Assessment Symposium • May 2006, a.m. • Format

  21. Assessment Cycle Program Review Assessment Symposium Strategic Plan 2014 Program Review

  22. Program Review • In Progress: • 5 reviews completed Spring 2006 • Revised Template, incorporating Assessment Plan into Program Review • Program Review Handbook • March Workshops for upcoming Reviews • External Reviewers • Internal Reviewers

  23. California National External Reviewers Program Review • Credentials • External perspective Lutheran link Aspiring link • Study components of program through a series of specific review objectives or answer questions as prepared by program faculty.

  24. External Reviewers Program Review • Receive copies of the Program Review Report data in advance • May be asked to respond to questions such as: • Do references in syllabi adequately cover current knowledge in the field? • Do CVs of faculty demonstrate appropriate qualifications for teaching in this program? • Does the curriculum demonstrate an undergraduate / graduate level of instruction? • Are assessments appropriate?

  25. External Reviewers Program Review • Complete a site visit and conduct interviews with administrators, faculty, students, employers, and alumni, as well as review facilities.

  26. Program Review External Reviewers’ Report • Three to five pages • Prepare preliminary report on-site • Responds to the objectives or questions • Includes three parts: general comments, singles out features of the program that merit commendations, and makes recommendations where there is room for improvement

  27. Internal Reviewers Program Review • California Lutheran University faculty members from outside the college or school of the program under review • Assessment Committee, Assessment Director, Associate Provost, Provost, GPEC, …

  28. Assessment Cycle Assessment Symposium Strategic Plan 2014 Program Review CaliforniaLutheran University Dedicated to educating leaders for a global society who are strong in character and judgment, confident in their identity and vocation, and committed to service and justice. Core Values Excellence Service Diversity Respect Responsibility Courage Pursuit of Truth

  29. Assessment Cycle California Lutheran University Deans’ Council February 6, 2006 Halyna Kornuta Director of Assessment and Educational Effectiveness

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