Evaluation and Assessment For Offices and staff

1. Evaluation and AssessmentFor Offices and staff If you don’t know where you’re going, any road will take you there.

2. Why do we hate this stuff? • It gives you a headache. • Lisa Clark already knows everything! • Because you could be sleeping right now.

3. What is the Difference Between Evaluation and Assessment? Assessment Evaluation • The process of documenting knowledge, skills, attitudes , beliefs. • Refers generally to all activities used to help students learn, and to gauge student progress. • Much of this takes place in/about the classroom. • The process of demonstrating the worth or value of something. • Refers mainly to information about a program or some aspect of a program in order to make some decisions. • Much of this takes place in offices, departments, programs, and about activities and events.

4. What are some things we assess? • A student’s current knowledge and skills • Student performance on assignments, exams • The degree to which student learning outcomes have been achieved

5. What are some things we evaluate? • The strengths and weaknesses of a program • The relevance, effectiveness of a service • The process of doing something • Progress toward meeting stated goals

6. So, are offices assessing or evaluating? • Most offices are evaluating their programs and services. • So let’s focus on evaluation.

7. Evaluation . . . • . . . is not about proving the success or failure of a program. • . . . is about asking relevant questions and finding information that answers those questions. • . . . is about remaining open to continuing feedback and making adjustments accordingly. • So, what kinds of questions should we ask?

8. Different Approaches to Evaluation • Goals-based - is your program/office achieving its overall predetermined goals? • Process-based – how does your program/office really function? What are its strengths and weaknesses? • Outcomes-based – is the program/office providing the desired benefits to its clients? • Needs assessment – what problems or critical needs affect performance?

9. Steps in the Evaluation Process • Assemble a team • Ask questions • Develop a plan; determine approach • Collect information • Analyze the information • Make recommendations • Implement changes

10. What Information Should We Collect? Quantitative Data Qualitative Data • Objective , unbiased • Numbers • Statistical analysis • Search for measurable, observable data; statistically significant changes • Subjective, biased • Perceptions, attitudes • Analysis, greater understanding of subjective experiences • Search for themes, trends

11. What Kind of Data is Collected by the ASC? Quantitative Qualitative • Daily Counter • Tutor contacts • Frequency and type of contacts • Final grades of students who used ASC services • Evaluation of Tutorial Services Form • Academic Support Center Survey • Faculty Survey of ASC Services • Strengths, weaknesses of the services

12. Steps in the Evaluation Process:An ASC Example Steps in the Process Concrete Example • Assemble a Team • Ask a question • Determine approach • Collect information • Analyze information • Make recommendations • ASC Faculty, Staff, Tutors • Do we have sufficient and effective tutorial services policies and procedures? • Needs Assessment was chosen, but other approaches would have worked, too • Feedback from Learning Specialists, Tutors, Students • Discuss Feedback • Recommend revisions to existing P and P Manual

13. Now You Are Ready To Evaluate

14. Questions?