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Assessment Results

Assessment Results. AY 2010-2011 Northeastern Illinois University Office of Assessment and Program Review. Assessment at NEIU. The main purpose of assessment is to improve student learning and development. The Annual Assessment Survey.

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Assessment Results

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  1. Assessment Results AY 2010-2011 Northeastern Illinois University Office of Assessment and Program Review

  2. Assessment at NEIU The main purpose of assessment is to improve student learning and development

  3. The Annual Assessment Survey • The survey was developed by the Assessment Advisory Committee • Questions are clustered into 5 components: • Program Profile • Program Goals and Learning Outcomes • Assessment Activities • Results and Use of Results • Assessment Support

  4. Respondents: CAS • Anthropology • Art • Communications, Media & Theatre • Computer Science • English • Earth Science • Linguistics • Mathematics • Music • Psychology • Gerontology • Social Work • TESL • World Languages and Culture • Departmental Response Rate: 54%

  5. Respondents: COE • Counselor Education • Rehabilitation Counseling • Educational Leadership • Human Resource Development • Health, Physical Education, Recreation & Athletics • Health Education • Special Education • B.A. Special Education • LBS II • Teacher Education • Early Childhood Education • Departmental Response Rate: 83%

  6. Respondents: COBM • Accounting Business Law & Finance • Undergraduate Programs • MSA • Management & Marketing • Undergraduate programs • MBA • Departmental Response Rate 100%

  7. Respondents: Academic Development & Special Programs • Academic Development • English Language Program • Mathematics Development • ProyectoPa’Lante • Project Success • TRIO – Access • Learning Support Center • Special Programs • CASEP • FYE • MSTQE/MLED • First Year Writing Program Together, the response rate is 59%

  8. Student Learning Goals and Outcomes Good assessment practice includes articulation of goals and expected outcomes: • “To analyze and respond critically to a broad range of art and design from different cultures, different periods, and different disciplines.” • “Students will demonstrate that they are familiar with the different types of experimental design and the conditions under which it can be used.”

  9. Student Learning Goals and Outcomes • “to identify how technology can be used to support achievement and maintenance of professional teaching standards in their field.” • “to develop the students’ skills in task analysis, program planning, and program design that are in keeping with organizational needs.”

  10. Goals and Learning Outcomes • Each program learning goal should have associated outcomes • Goal: Students will demonstrate an understanding of the relations between literature, themselves and the world • Students will show an awareness of what writers in our culture and others have valued and continue to value in literature • Students will demonstrate an ability to articulate the relevance of literature and criticism to their own lives

  11. Observations about the Assessment process • Guided by plans that were developed or revised: • This year: 42% • 1-3 years ago: 39% • 4 or more years ago: 19%

  12. Assessment Strategies • Most frequently used: • Student Presentations, program rubrics, student portfolios, pre/post-tests, common course exams • Course evaluations, student program evaluations, alumni surveys, exit surveys • What do Rehab Counseling, World Languages and Culture and Social Work have in common?

  13. Observations • Assessment results are shared with: • Faculty: 83% • Administrators: 70% • Students: 30% • Others: 27% (advisory board members, accrediting bodies, program staff)

  14. Observations • Last year the focus of assessment included: • Assessing the efficacy of assessment tools used • Curricular assessment and alignment • Assessment of student recruiting practices • Assessment of student learning in internships • Development of new assessment tools (rubrics, surveys, online tools) • Some assessment activities appeared to be disconnected from stated program goals and student learning outcomes

  15. Focus of assessment • Themes in the assessment of student knowledge and skills: • Abstract and critical thinking skills • Problem-solving • Communication skills • Understanding of ethical problems and decision-making

  16. Results Common themes: • The need for increased IT support to support student learning • Students learn more in working in real-life settings (internships, research sites, study abroad) • The need to modify the curriculum based on student performance • The need to better prepare graduate students in their writing and research skills • The need for advising related to career development opportunities and life transitions • Reporting of student “pass-rates” on exams

  17. Use of Results • Updating syllabi to include specific measurable objectives • Working on getting better assessment instruments • “early alert” and student intervention strategies have been broadened. • Changed sequence of courses or presentation of content to improve student academic and testing performance • Increased online offerings as a result of findings

  18. Take Away Points • Ensure that the stated program goals and outcomes for student learning are clear and assessed • As appropriate, share assessment results with students • Plans older than 4 years should be revisited • It’s better to assess one critical goal and related outcomes for student learning well, than to assess many goals and outcomes poorly or not at all • Assessment can make a difference

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