IN top FORM Assessment Plan

1. INtopFORM Assessment Plan This session is designed for participants in Programs of Study • If you are a Faculty Fellow, please meet in room 106 with Amy Johnson • If you are involved as a part of CSCI 1100, please meet in room 101 with Bill Kirkwood Please sit with other faculty members from your program of study.

2. Goals for today’s session • By the end of today’s session, you should: • Understand basic assessment of student learning; • Tentatively identify when and where assessment of the six ITF LOs will take place in your program; • Develop a plan for assessment measures to be used (ITF rubric, major field test, standardized final, etc.); • Develop a plan for collecting baseline data (preferably during Spring 2014); • Decide when you and your colleagues will discuss assessment results; • Know what your responsibilities are for reporting; and • Be familiar with the ITF assessment calendar.

3. What is assessment? • Collecting data so we can report it to SACS • Something the folks in DossettHall came up with to keep faculty busy • A useful teaching and learning tool

4. Assessment is • Deciding what we want our students to learn • Making sure they learn it From Linda Suskie, courtesy of Jane Wolfson, Towson University

5. Assessment Cycle 1) 2) 4) 3) Excerpted from Assessing Student Learning by Linda Suskie, Jossey-Bass, 2009

6. Step 1: Establish Learning Goals • Six INtopFORM Learning Outcomes • What do they mean in YOUR discipline? • See Worksheets completed for each INtopFORM Learning Outcome Record possible learning outcomes for your program in Column A of the Assessment Plan Template

7. Step 2: Provide Learning Opportunities • Must allow students to practice and develop skill in each of the six INtopFORM Learning Outcomes • Where will this take place in your curriculum? • See results of Curricular Mapping activity • What methods might you use? • See Teaching Ideas worksheets for each ITF LO Record possible student learning opportunities for your program in Column B of the Assessment Plan Template

8. Step 3: Assess Student Learning • Where will you measure student learning? • Goal • Collect “reasonably accurate, truthful evidence” • Good enough to use with confidence • Possibilities include single assignments, capstone courses, core courses, final exams • Must be observable

9. INtopFORM Assessment Guidelines • Must evaluate all six ITF LOs • Must occur annually • Must provide data on the culminating skills and abilities of students in a program of study • Ordinarily in the senior year • Must yield findings applicable to all majors • Can evaluate all majors’ work or that of a sufficient representative sample Director of Assessment and Teaching will • Assist faculty in designing assessments • Approve programs’ assessment protocols

10. Assessment Methods • Select from two options: • Use the ITF assessment rubric to evaluate papers or projects; • Study students’ performance on designated items on major field tests, standardized final exams, or locally designed tests of information fluency Record possible assessment methods for your program in Column C of the Assessment Plan Template. Include where these assessments will take place in your curriculum in Column D.

11. Sampling • More evidence collected means higher confidence in conclusions, but be practical • If you use a sample, it should adequately represent your student population • Online vs. on ground • Adult vs. traditional Record from whom you will collect assessment information in Column E of the Assessment Plan Template.

12. Baseline Data • Must be collected during Year 1 • Spring 2014 preferred • Use standard reporting template • % of student work at Excellent, Satisfactory, and Unsatisfactory level Brainstorm how your program might collect baseline data. Record ideas in Column F of the Assessment Plan Template.

14. Institutional Assessment Goals • Improvement in Years 2-5 compared to baseline data in Year 1 • >30% of the rubric ratings or test scores on each INtopFORM learning outcome are “excellent” • >90% of the rubric ratings or test scores on each INtopFORM learning outcome are “satisfactory” • >90% of students majoring in the program of study achieve rubric ratings or test scores demonstrating “satisfactory” performance on all INtopFORM learning outcomes

15. California Critical Thinking Skills Test • ETSU’s Senior Exit Exam, administered since 2005 for general education assessment • Five areas: Analysis and Interpretation, Inference, Evaluation and Explanation, Deductive Reasoning, and Inductive Reasoning • CCTST maps well to EVALUATING and USING INtopFORM learning outcomes • A&T will collect baseline CCTST data in 2013-14 • Annual reports provided to ITF programs of study

16. CCTST Data Provided by A&T

17. Goals for CCTST Performance • Mean CCTST Total Scores and subtest scores should exceed baseline in Years 2-5 • >30% of scores on each CCTST subtest at or above “strong” • >90% of scores on each CCTST subtest at or above “moderate” • >30% of CCTST Total Scores are at least 19 (“strong”) • >90% of CCTST Total Scores are at least 15 (“moderate”)

18. Step 4: Use the Results • Assessment is worthless if it isn’t useful • How will results be analyzed? By whom? • How and when will results be shared? • Who can act on your assessment data to make improvements? Discuss how your program might use the assessment information you collect and record in Column G of the Assessment Plan Template.

19. Annual Assessment and Improvement Meetings • Each fall in Years 3-5 • Includes Director of A&T, QEP Director, program leaders, and other interested faculty • Purpose • Review previous year’s assessment data • Use results to refine plan for enhancing information fluency • As needed, define improvement actions, responsible parties, and calendars • Annual assessment and improvement report drafted by Directors and approved by program faculty

20. Overview of Assessment Timeline Programs of Study, Cohort 1

21. Year 1 Assessment Calendar,Programs of Study

22. Year 2 Assessment Calendar,Programs of Study

23. Years 3-5 Assessment Calendar,Programs of Study

24. Decide what you want your students to learn • Make sure they learn it

25. Contact Information Cheri Clavier Director of Assessment and Teaching clavier@etsu.edu 439-7483 136 Sherrod Reedena Newlon Executive Aide, Assessment and Teaching newlon@etsu.edu 439-7484 137 Sherrod