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It’s coming . . .

NOW!. It’s coming. YOU!!!!!. And it will affect. We have no option. Assessment. Background. Federal emphasis on educational assessment. Not just in elementary and secondary ed . Proposed regulatory requirements for higher ed.

camden-gordon
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It’s coming . . .

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  1. NOW! It’s coming . . .

  2. YOU!!!!! And it will affect . . .

  3. We have no option. Assessment

  4. Background • Federal emphasis on educational assessment. • Not just in elementary and secondary ed. • Proposed regulatory requirements for higher ed. • Resistance of accrediting agencies.

  5. Some Results • Increasing emphasis on assessment by ABET AND by AACSB. • Insistence on “direct measures.” • Requirement that assessment be ongoing. • Not just immediately before a visit. • SACS • Asst. Provost briefs COB 2/20/2008. • Spring 2008 University-wide requirements. • Student learning outcomes. • Assessment procedures/instruments for same. • Requirements for “direct measures.” • Indirect measures (surveys, interviews, etc.) alone are insufficient.

  6. Direct Measures • Direct measures provide for the direct examination or observation of student knowledge or skills against measurable learning objectives.

  7. Our Future Hurdles • ABET General Review in 2011 • Forget about ABET? • Accredit IT major? • SACS Reaffirmation of Accreditation of SFASU in 2011 • No choice. • AACSB Reaffirmation of Accreditation of COB • No choice.

  8. Direct Measures • SACS (according to Asst. Provost) • Capstone projects/senior projects • Samples of student work • Project-embedded assessment • Observations of student performance (internships) • Performance on a case study/problem • Pre- and post-tests

  9. Some Direct Measures • ABET (Program Evaluator Training, Portland, OR, 3/15/2008) • Standardized exams • Locally developed exams • Oral exams • Embedded questions • Portfolios • Collections of work samples rated using rubrics.

  10. Rubric? • What’s a rubric? • A set of categories that define and describe the important components of the work being assessed. Each category contains a gradation of levels of completion or competence with a score assigned to each level and a clear description of what criteria need to be met to attain the score at each level. • See handout.

  11. Current Status • Preparation for SACS • Spring/Summer ‘08 • Realignment of Departmental objectives to address multiple programs. • Establishment of SACS-oriented “Student Learning Outcomes” for each major and the master’s pgm. • Subset of outcomes associated with objectives. • With associated measures, some of which are direct. • Fall ’08 • Revise SLO’s and measures to address Asst to Asst Provost’s critiques. • Provide instruments to be used in assessment. • Goal set by Dean: September 30

  12. Courses Potentially Affected (near-term) • CSC 202 • CSC 211 • CSC 241 • CSC 323 • CSC 411

  13. To Be Done Soon: • Revise SLO’s and measures. • 1st Draft: Assessment Committee. • Internal approval: CSC Faculty. • Generate assessment instruments: CSC Faculty. • Good news! We have in-house experts! • Review Departmental Objectives. • Implement assessment techniques. • Establish automated system for recording and maintaining assessment measures.

  14. Summary • We must implement direct measures. • We must use them continually. • We have to show that we used our measures to make appropriate adjustments.

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