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College of Arts and Sciences Rollinda Thomas, Ph.D. Assessment Coordinator

Assessment Made Easy. College of Arts and Sciences Rollinda Thomas, Ph.D. Assessment Coordinator. Why Assessment?.

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College of Arts and Sciences Rollinda Thomas, Ph.D. Assessment Coordinator

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  1. Assessment Made Easy College of Arts and Sciences Rollinda Thomas, Ph.D. Assessment Coordinator

  2. Why Assessment? • We can seek to improve anything that we care about: (sports performance, scientific experiments, business or financial performance, production of goods, instructional practice, etc.) • We identify a baseline, choose targets or goals, then document actual performance! We can then learn what we need to improve.

  3. Know Your SLOs • Student Learning Outcomes (SLOs) are knowledge skills and dispositions that students should be able to demonstrate • Program Learning Outcomes (PLOs) are a few major goals that we expect our graduates to reach • Course Learning Outcomes (CLOs) are goals that are specific to a particular course • Both PLOs and CLOs are types of Student Learning Outcomes. Sometimes they may be called PSLOs and CSLOs.

  4. Program Evaluation Made Easy • SACS will ask for continuous evaluation of Program Learning Outcomes (PLOs). • PLOs are the main things that graduates of your program are expected to demonstrate. • The PLOs for your program are listed on the FSU Course Catalog. • They should be few and focused.

  5. Program Evaluation Made Easy • We can select assignments within certain courses as evidence of program learning outcomes. • Required 300 – 400 level courses are a great resource. They should teach at least one of the degree program learning outcomes (PLOs) at a level of mastery. They are also more likely to reach your majors.

  6. Program Evaluation Made Easy • When we document program improvement on a form, we will: • Identify program learning outcomes (PLOs) • Select a required course to provide evidence for each PLO (300-400 level is useful). Some courses may meet more than one PLO. • Determine how many students were successful in meeting the program learning outcomes • Decide which changes to make for improvement • You can add course learning outcomes to the list, if you choose

  7. Let’s Make Documentation Easy! • We will use the Matrix of SLOs:

  8. Why Assessment? • This form, filled out once near the end of the semester, tells us: • What skills our students need to improve • What skills we should focus on in class • Whether our current approach is working (If not, adjust! Kaizen!) • It tells administrators (who gather all forms): • What general number or percentage of students in our program are proficient in certain skills • Provides documentation that candidates for graduation that have demonstrated proficiency • Documents continuous improvement efforts

  9. Shortcut! • These forms do not have to completed for every class taught – just a few required courses to represent each PLO. • All an instructor must do is fill out three columns (evidence, number of students proficient, and changes made). If he/she chooses to add more course learning outcomes to the PLOs, that’s fine.

  10. Why Assessment? • SACS and other accrediting bodies want to see that we use data to make evidence-based decisions. • We can use one form to document that we use data (student performance on specific tasks) to inform our curriculum and instructional decisions. • By using the form each semester, we will build a continuous stream of evidence that can be used whenever we are reaffirmed or reviewed for new accreditations.

  11. Matrix of PLOs • Asst. Chairs may use a summary document (Matrix of PLOs) to give evidence of student learning in an entire program, not just individual classes. • Gather the forms about PLOs from Area Coordinator or participating faculty. • Use them to summarize student performance in each Program Learning Outcome.

  12. Matrix of PLOs • Example: Let’s say that participating faculty in the Biological Sciences identified the number and percentage of students who were successful on PLO 1 in their classes (multiple sections). • The Assistant Chair would add up the number and calculate the percentage of students from participating classes who were successful in PLO 1. • If we use higher level required courses to provide evidence, we can learn about student performance in the program.

  13. How Will This Be Used? Workflow • Instructors provide forms to the Asst. Chair, Course Coordinator, or Assessment Coordinator. • The Asst. Chair summarizes the forms in a Matrix of PLOs. • The Chair can attach this to the OPAR as evidence of student performance in program goals.

  14. Operational Plans • The Operational Plan and Assessment Report (OPAR) shares the extent to which our Departments or Units are achieving their goals. • Try to ensure that: • Goals are measurable • Goals are aligned with mission • Measures (Advisement surveys, CLA, NSSE, retention and graduation rates, etc.) are consistently used from one semester to the next. This makes it possible to compare outcomes. • Goals are numbered the same each semester

  15. OPARs on TaskStream • TaskStream is a data management system for assessment purposes. • We can use it to edit the OPARs and upload documents, rubrics, video, or other files as evidence. • Our Graduate Assistant, Mr. Hamzah Kharabsheh, can help us gain proficiency in the use of TaskStream.

  16. Thank You and Good Luck! • Feel free to contact me for help or any resources I can provide: • Workshops • Individual support • Forms • TaskStream • Rollinda Thomas at rthomas@uncfsu.edu or (910) 303-2763!

  17. Image Credits • Miyamoto Musashi - http://visipix.com/search/search.php?userid=1616934267&q=%272aAuthors/K/Kuniyoshi%201797-1861%2C%20Utagawa%2C%20Japan%27&s=22&l=en&u=2&ub=1&k=1 • Sports Illustrated, Dirk Nowitzki - sportsill...d.cnn.com/multimediaphoto_gallery/0903/nba.mvp.candidates/content.1.html

  18. Image Credits • Robert Robson Swider, Chevy Camaro - robson.m3rlin.org/cars2009-chev...ncept-car/ • The Battle Grounds, Samurai Showdown 3, Samurai Showdown Animated Gifs - http://fenrir.finalfantasyq.com/battleground/ss3/a.html • Debbie Benstein’s Marketing Morsels, Pencil and Paper - marketingmorsels.com/what-is-a...-business

  19. Image Credits • Great Golfer Within, Kaizen Kanji Symbol - greatgolferwithin.com/12kaizen-to...tter-golf • Shmula, Kaizen Kanji Symbol 2 - www.shmula.com/the-atomi...of-kaizen/1112/ • Staples, Easy Button - blogs.ajc.com/jeff-schultz-blog/2010/07/27/braves-wr...r-to-deal/ • FSU, Lyons Science Annex - http://www.uncfsu.edu/graphics/floorpln/lyons_annex.htm

  20. Image Credits • FSU, Collins Building - http://www.uncfsu.edu/graphics/floorpln/collins.htm • Dragon Artz, Target - www.dragonartz.net/200912/24/arrow-bullseye-vector/ • Truth Lives, Graduation Cap - www.truthlives.org/201011/28/graduatio...ext-level/close-up-...-a-ribbon/

  21. Image Credits • Blackboard, Logo - movingtob...press.com/201012/10/blackboard-update-sp3/ • FSU Bronco - http://www.uncfsu.edu/spotlights/storyintro.htm • FSU Bronco 2 - http://www.uncfsu.edu/uts/Test-Forms.htm • Confused Highway Signs - education...paces.com/Assessment

  22. Image Credits • International Dummies Group, Japanese for Dummies - bookeg.com/languages/eriko-sato/japanese-...5066.html • TaskStream Logo - https://www.taskstream.com/pub/

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