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“Closing the loop” and improving student learning via ongoing assessment

“Closing the loop” and improving student learning via ongoing assessment. 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean. Keeping it simple while Closing the loop. 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean. environment. AACSB BAB AACSB MBA

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“Closing the loop” and improving student learning via ongoing assessment

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  1. “Closing the loop” and improving student learning via ongoing assessment 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean

  2. Keeping it simplewhileClosing the loop 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean

  3. environment • AACSB BAB • AACSB MBA • Other specialized accreditations (PA, PLAN, HSAD) • NWCCU Majors and Certificates • Writing Initiative • Math Initiative

  4. CONTINUAL IMPROVEMENT Goal of assessment

  5. OLD ProcessAssessment by coordinators for majors only

  6. OLD PROcessAssessment by coordinators for majors only

  7. Conflicting definitions • BAB AACSB “program” • Core • Majors NWCCU “program” • Faculty • Courses • Courses

  8. Redesign goals • Intervention for improvement at the lowest level necessary • Gathers actionable data • Closes the loop automatically • Empowers the faculty to make some changes immediately • Simple and efficient • Minimizes the impact on faculty • Can be cycled quickly if necessary • Scales to any level • Flexes with differing pedagogical approaches

  9. New processcourse-embedded assessment

  10. New processcourse-embedded assessment • Ethics • Multiculturalism and Global Awareness • Teamwork and Collaboration • Understanding Financial Statements • Data Analysis Skills • MGMT 326 • MGMT 423 • MGMT 326 • ACCT 251 • DSCI 346 • MGMT 423 • MKTG 310 • MGMT 490 • FINC 335 • OPSM 330 POTENTIAL GOALS Economics, Communication Skills, Information Systems, Business Law… UNASSESSED COURSES ACCT 261, ACCT 252, DSCI 245, ECON 201, and MISC 311,

  11. “Each instructor becomes his/her own benchmark” Strategy of the new process

  12. New processCourse embedded assessment • Initial planning phase – at the beginning of the first quarter • Goals being assessed • AACSB program-level goal (as assigned) • NWCCU major-level goal (when appropriate) • Course learning objective (from syllabus if appropriate) • Course details for tracking purposes • Instructor • Course • Section • Quarter • Assessment plan • Description of the measures being used • Actual instrument and rubrics • How will the measure be converted to a percentile score Faculty are encouraged, but not required to coordinate with colleagues when establishing measures

  13. Measurement ASSESSMENT GRADES

  14. New processCourse embedded assessment • Reporting phase – at the end of the first quarter • Assessment • How many students completed the measure • How many students earned > 75% on the measure • What percentage of students earned > 75% • If appropriate, submit three examples (excellent, typical, worst) • Improvement plan for the next cycle • Given what you have learned and observed, please identify specific changes you will make in this course in order to improve student performance on this goal. For each change that will be implemented, please briefly explain why you believe it will address the problem effectively.” • “Is there anything our core program can do differently to better prepare students for success on this learning goal?”

  15. New processCourse embedded assessment • Reporting phase – at the end of the following quarters • Assessment • How many students completed the measure • How many students earned > 75% on the measure • What percentage of students earned > 75% • If appropriate, submit three examples (excellent, typical, worst) • What happened between cycles (improve, stay the same, decline) • “Did the changes you implemented based upon the last assessment lead to improvement? Explain.” • Improvement plan for the next cycle • “Given what you have learned and observed, please identify specific changes you will make in this course in order to improve student performance on this goal. For each change that will be implemented, please briefly explain why you believe it will address the problem effectively.” • “Is there anything our core program can do differently to better prepare students for success on this learning goal?”

  16. Possible findings • INSTRUCTOR-LEVEL • One section is underperforming relative to the others • Identify specific issues that challenged that section • Monitor future assessments for those challenges • COURSE-LEVEL • One course underperforming relative to the other • Identify course-specific design/implementation issues • Develop possible solutions by faculty in discipline to be implemented in all sections of the course • Reassess for efficacy next time the course is taught • PROGRAM-LEVEL • Both courses underperforming on assigned goal • Develop possible solutions in Undergraduate Business Program Committee with relevant faculty • Reevaluate assessment measures for efficacy in evaluating changes to be made • Reassess as soon as possible once changes are implemented

  17. WHERE WE ARE NOW Second quarter “loop closing” First quarter “benchmarking”

  18. What next? • AACSB BAB • AACSB MBA • Other specialized accreditations • NWCCU Majors and Certificates • Writing Initiative • Math Initiative Scale this process

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