1 / 9

Basic, No-frills Assessment Plans

Basic, No-frills Assessment Plans. Program Assessment Workshop January 30 & February 1, 2006. Basic, No-frills Program Plans. Start with program objectives, pick one Pick two measures: One direct measure One indirect measure Have an annual meeting to discuss data and identify action items.

garnet
Download Presentation

Basic, No-frills Assessment Plans

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Basic, No-frills Assessment Plans Program Assessment Workshop January 30 & February 1, 2006

  2. Basic, No-frills Program Plans • Start with program objectives, pick one • Pick two measures: • One direct measure • One indirect measure • Have an annual meeting to discuss data and identify action items Source: Barbara Walvoord, University of Notre Dame

  3. Direct Measures Tangible evidence of what students have and have not learned • Typically an endpoint measure such as… • Student work compared to a rubric: • Classroom work from a capstone course • Capstone project • Portfolio • Licensure and certification results • Field experience ratings by supervisors

  4. Indirect Measures Reveals students are learning but evidence of what students have learned is less clear • Student self-reflection or focus group interviews: • How well did you achieve the learning goal? • Course grades • Graduation rates • Job placement rates • Employer or alumni surveys

  5. Analysis of Data • Rely on faculty expertise • Identify student strengths and weaknesses during discussion of results • Results of indirect measures are used to support direct evidence • Example: The single most frequently mentioned weakness is… • Celebrate strengths! • Identify actions to address weaknesses

  6. Example • Objective: Students will exhibit fluency in a foreign language • Direct measure: Scores on faculty developed rubric for oral presentation at the end of an intermediate-level course • Indirect measure: Course grades • Discussion of data: Students exhibit low levels of fluency in the language after taking several courses • Conclusion: Students have few opportunities for sustained practice in target language

  7. Incorporating Assessment Into Program Review Program Review Report Report Year 1 Year 2 Year 3 Year 4 Year 5 Source: Allan Aycock, University of Georgia

  8. The Report • Identify objectives assessed • Explain direct and indirect measures selected and results of data analysis • Explain actions taken as a result of identified weaknesses • Explain how actions will lead to improvement • Identify plans for improving assessment process

  9. Contact Information Mary Kate Quinlan Learning Assessment Analyst Planning and Institutional Research mquinlan@ccac.edu 412-237-8191

More Related