Just Do It: Data Collection March 24, 2011 Shults Center Forum

1. Just Do It:Data CollectionMarch 24, 2011Shults Center Forum Student Development Divisional Assessment Team

2. Agenda • Part 1: Welcome • Part 2: Review of the assessment process • Part 3: Data collection and measurement tools • Part 4: Connecting to the Division Strategic Plan • Part 5: Q & A

3. Welcome Participants will be able to… • Describe the differences between the following terms: qualitative, quantitative, direct, indirect and performance based/authentic. • Identify the appropriate data collection method to assess their department’s student learning outcome. • Make connections between their department’s student learning outcome and the Divisional Strategic Plan.

4. The Assessment Process: A Continuous Cycle • Establish • Outcomes or • Goals 2. Provide Learning and Development Opportunities 4. Use the Results 3. Assess Student Learning and Development Suskie, 2009, p.4

5. Data Collection • What do you want to measure? • What data do you need to collect to see if you are achieving your learning outcomes? • Qualitative/Quantitative • How can you collect that data? • Examples of tools and data sources: • Focus Groups • Surveys/Questionnaires • Student work: bulletin boards, portfolios, resumes

6. Definitions Quantitative – numerical data Qualitative – words, objects or pictures Direct – based on actual student work that demonstrates that learning has taken place Indirect – based on a report of perceived student learning Performance based/authentic - systematic observation and rating that requires a person to demonstrate a specific skill and/or competencies Rubric – a guide containing criteria arranged in levels indicating the degree to which a standard has been met

7. Examples of Types of Data and Measurement

8. Example of a Rubric

9. Reflective Conversation Based on your SLO: What kind of data/evidence does your department need to collect? How will this help you measure your outcome?

10. Data Collection Campus SafetyExample: “Students will learn the skills to effectively evaluate situations and make appropriate judgments regarding their own health and safety, and the health and safety of others.” • Want to know if students will make a good decision based on a set of circumstances • Use a rubric to evaluate written descriptions of past incidences (qualitative, indirect)

11. Data Collection Athletics Example: “Student athletes will exhibit good sportsmanship.” Want to know number of standard and ethical violations in a given academic year Review reports of game statistics (quantitative, indirect)

12. Data Collection Child Care Center Example: “Student workers will demonstrate the skills necessary to provide care for children @ PCCCC.” Want to know how well student workers demonstrate skills to care for children Use a rubric to measure performance of student workers (qualitative, performance based)

13. Data Collection Student Activities Example: “Students will apply effective decision making skills in group settings.” Want to know to what degree students are applying effective decision making skills During observation, use a rubric to determine degree of effectiveness (quantitative, direct)

14. Reflective Conversation Based on the type of data/evidence you have identified: What appropriate tools can you use to collect your data/evidence?

15. Connecting to the Strategic Plan • All departments will identify/have identified at least one specific learning outcome for their areas from the following 6 learning domains: • Knowledge Acquisition, Construction, Integration, and Application – understanding ideas from multiple disciplines, linking concepts and experiences, relating knowledge to daily life • Cognitive Complexity – critical and/or reflective thinking, effective reasoning, creativity • Intrapersonal Development – realistic self-appraisal, self-understanding, self-respect, identity development

16. Connecting to the Strategic Plan • All departments will identify/have identified at least one specific learning outcome for their areas from the following 6 learning domains: • Interpersonal Competence – initiate, maintain and manage positive social relationships • Humanitarianism and Civic Engagement – recognition of self as a member of a larger social fabric; acquiring knowledge, skills, values and motivation to promote the quality of life in a community • Practical Competence – ability to translate theoretical knowledge, skills and abilities to real world applications

17. Reflective Conversation Based on the 6 domains in the Divisional Strategic Plan: What domain(s) does your SLO connect to?

18. Questions? Thank you for participating!

19. Resources • Assessment terms and definitions [PDF document]. Retrieved from http://www.wcupa.edu/tlac/documents/More%20on%20Measures--Definitions.pdf • Council for the Advancement of Standards in Higher Education. (2009). CAS professional standards for higher education (7th ed.). Washington, DC: Author. • Direct and indirect measurement result [Word document]. Retrieved from http://www.googlesyndicatedsearch.com/u/SPSU?q=direct+and+indirect&domains=spsu.edu&sitesearch=spsu.edu&x=0&y=0 • Kelly, M. (n.d.). The definition of a rubric. Retrieved from http://712educators.about.com/od/rubrics/g/rubric_definition.htm • Rubric (academic). (n.d.). Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Rubric_(academic) • Schuh, J., & Upcraft, L. (2001).  Assessment Practice in Student Affairs:  An Applications Manual.  San Francisco, CA:  Jossey Bass. • Suskie, L. (2009). Assessing student learning: A common sense guide. (2nd ed.). San Francisco, CA: Jossey Bass.