Connecting Assessment of Student Learning to Program Review

1. Connecting Assessment of Student Learning to Program Review Marilee J. Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University 3590 Camino Del Rio North San Diego, California, U.S.A. 619-594-8318 Marilee.Bresciani@mail.sdsu.edu

2. Presentation Overview • Overview of Outcomes-Based Assessment (OBA) • Ways in Which Results can Be Used • Elements of Outcomes-Based Program review (OBPR) • Working on the Assessment of Citizenship • Questions and Discussion Bresciani, M.J.

3. Ask Yourself These Questions • How would you describe the purpose of assessment to your colleagues? • How would you describe the purpose of program review to your colleagues? Bresciani, M.J.

4. The Assessment Cycle(Bresciani, 2006) • The key questions… • What are we trying to do and why? or • What is my program supposed to accomplish? or • What do I want students to be able to do and/or know as a result of my course/workshop/orientation/program? • How well are we doing it? • How do we know? • How do we use the information to improve or celebrate successes? • Do the improvements we make contribute to our intended end results? Bresciani, M.J.

5. The IterativeSystematicOBPR CycleAdapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D. Gather Data Interpret Evidence Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes (Action Planning) and Methods to Gather Data Documented decisions to improve programs; enhance student learning and development; inform institutional decision- making, planning, budgeting, policy, public accountability Strategic Planning/ Inputs/Capacity External Review

6. Frame Shift (Jenefsky et al, 2009) • From traditional input-based model to outcomes-based model • Heightened attention to improving the quality of student learning • From description & advocacy to evidence-based analyses and planning • From audit to collective inquiry & reflection • From focus on conducting effective program review to using the results effectively 6

7. What are you already doing that could be considered outcomes-based assessment (OBA)? How well is your OBA process informing program decisions? How could you readily incorporate what is working well into your program review process?

8. Report Out How does your intended purpose for OBPR and current process support your intended use of the data generated from OBPR? Bresciani, M.J.

9. It is all about the Use of the Data! • How do you want to use the data generated from program review? • Does the intended use of the data align with your intended purpose for program review? Bresciani, M.J.

10. Uses of Assessment Results(WASC Program Review Guidelines, 2009) • Developing program learning outcomes and identifying appropriate means for assessing their achievement • Better aligning department, college and institutional goals • Refining departmental access, and other interventions to improve retention/attrition, and graduation rates Bresciani, M.J.

11. Uses, Cont.(WASC Program Review Guidelines, 2009) • Designing needed professional development programs, especially for faculty and staff to learn how to develop and assess learning outcomes • Reorganizing or refocusing resources to advance specific research or community outreach agendas • Re-assigning faculty/staff or requesting new lines Bresciani, M.J.

12. Uses, Cont.(WASC Program Review Guidelines, 2009) • Illuminating potential intra-institutional synergies • Developing specific plans for modifications and improvements • Informing decision making, planning and budgeting, including resource re/allocation • Linking and, as appropriate, aggregating program review results to the institution’s broader quality assurance/improvement efforts Bresciani, M.J.

13. In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006) • Set priorities around institutional values • Communicate a shared conceptual framework and common language • Systematically gather data that actually evaluates outcomes • Document how information gets used to actually inform decisions Bresciani, M.J.

14. In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006) • Provide professional development and support for faculty and staff and administrative decision makers • Demonstrate leadership commitment to support the process and use the data to improve programs, re-allocate resources, and reinforce institutional priorities Bresciani, M.J.

15. In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006) • Commit to re-allocate time to intentional reflection and its systematic documentation of student learning as well as research • Centralize coordination of data/report management • Manage a way to systematically engage in documentation • Conduct a meta-assessment of the process Bresciani, M.J.

16. How do you see using the results of Outcomes-Based Program Review (OBPR)? What do you need to do differently with your process in order to utilize the results? Bresciani, M.J.

17. Report Out Design the Program Review Process so that you can use the Results to achieve your Purpose Bresciani, M.J.

18. So, what do we need to document? Well… (insert technical disclaimer)

19. Typical Components of OBA(Bresciani, 2006) • Program Name • Program Mission or Purpose • Goals • Align with your strategic plan, strategic initiatives, institutional goals, division goals, or department goals • Outcomes • Student Learning and Program • Planning for Delivery of Outcomes • Concept Mapping/Curriculum Alignment Matrix • Course/Workshop Design (e.g., syllabus for the workshop) Bresciani, M.J.

20. Typical Components of An OBA (Bresciani, 2006) • Evaluation Methods/Tools • Link the method/tool directly to the outcome • Include criteria for each method as it relates to each outcome • Add Limitations, if necessary • Include Division, Institutional, or State Indicators • Determine acceptable level of performance and why Bresciani, M.J.

21. Typical Components of OBA • Implementation of Assessment Process • Identify who is responsible for doing each step in the evaluation process (list all of the people involved in the assessment process at each step of the process) • Outline the timeline for implementation • Identify who will be evaluated • Identify other programs who are assisting with the evaluation • Identify who will be participating in interpreting the data and making recommendations and decisions Bresciani, M.J.

22. Typical Components of OBA • Program Name • Outcomes • Results • Summarize the results for each outcome • Summarize the process to verify/validate the results • Summarize how the results link with performance indicators Bresciani, M.J.

23. Typical Components of OBA • Decisions and Recommendations • Summarize the decisions/recommendations made for each outcome • Identify the groups who participated in the discussion of the evidence that led to the recommendations and decisions • Summarize how the decisions /recommendations may improve performance indicators • Identify how intended improvements enhance strategic initiatives, if applicable Bresciani, M.J.

24. Typical Components of OBA • Decisions and Recommendations, Cont. • Summarize the suggestions for improving the assessment process • Identify when each outcome will be evaluated again (if the outcome is to be retained) • Identify those responsible for implementing the recommended changes • Identify the resources needed to make the necessary improvements, if applicable Bresciani, M.J.

25. In addition… • Link to professional accreditation when possible • Organize an External Review • Can be external to department if not able to do external to institution • Explain level of expected performance (student learning and research) and how it was derived/decided • Document decisions made and resources re-allocated, if applicable Bresciani, M.J.

26. Differentiate the Program Process from the Institutional Process • What do you need to document as a program in order to provide the institution with its required information? • Avoid annoying faculty and staff to document items at an institutional level, if you don’t use that information for anything. Bresciani, M.J.

27. Differentiate the Program Process from the Institutional Process • What are roles and responsibilities of program personnel verses institutional personnel? • How will the data be examined and used at varying levels? • What are appropriate guiding questions for program officials, external reviewers and higher level administrators to inform the use of the results? Bresciani, M.J.

28. For Example - Program • Program student learning outcomes and results • Program enrollment data and program specific data and contribution to understanding whether program goals are met • Program decisions, resource re-allocations, practice and policy changes Bresciani, M.J.

29. For Example - Institution Verses • Whether program is meeting or not meeting institutional goals/priorities • Required review of evidence-based recommendations that affect other parts of the institution • Re-allocation of resources • Articulating priorities and alignment with institutional values Bresciani, M.J.

30. Examine your Institutional Guidelines and Templates… Which portions of your guidelines and templates help you use the data to achieve the purpose of OBPR? What portions align with your professional accreditation process? What templates can be combined/aligned to decrease documentation efforts?

31. Report Out Bresciani, M.J.

32. Prioritize • Institutional learning outcomes and strategic initiatives • Resources to improve those values • Time allocated to the data collection, reflection, and improvements you desire Bresciani, M.J.

33. Process for Reviewing and Using Data • Be sure the process for reviewing and using the data is clear • Specify roles and responsibilities of everyone involved • Articulate how decisions will be documented and approved • Provide guiding questions to those reviewing the reports including guidelines for external reviewers Bresciani, M.J.

34. Who do you want looking at these reports in order to make the best informed decisions? In other words, who should see these reports (differentiate between content and process) and on what criteria should they be reviewed?

35. Report Out Bresciani, M.J.

36. Drafting Outcomes and Evaluation Tools for Citizenship Bresciani, M.J.

37. Report Out Bresciani, M.J.

38. Outcomes/Objectives • Outcomes are more detailed and specific statements derived from the goals. • These are specifically about what you want the end result of your efforts to be. In other words, what do you expect the student to know and do as a result of your one hour workshop; 1 hour individual meeting; website instructions; etc. • It is not what you are going to do to the student, but rather it describes how you want the student to demonstrate what he or she knows or can do. Bresciani, M.J.

39. Constructing Learning Outcomes/Objectives • Outcomes use active verbs such as articulate, illustrate, conduct, synthesize, analyze, construct, etc. • Depending on what level of learning you expect from your learning delivery method. • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

40. Outcomes/Objectives • You may want to start with articulating outcomes that are more manageable. • For instance, articulate outcomes for your outreach programs first; • then later, move to your individual consultations; • than your information pieces, if at all. Bresciani, M.J.

41. Another Take on Bloom • Knowledge = workshops • Skills = opportunities to apply • Attitudes/Values Clarification = facilitated reflection • Behavior Change = facilitated interventions Bresciani, M.J.

42. Outcomes/Objectives, Cont. • Make a conscious decision to articulate outcomes that infer pre- and post-tests • Make a conscious decision to be held responsible for behavior • Remember that your outcomes may look different for your various constituents - - you may want to start with your more manageable population first, such as your Para-professionals Bresciani, M.J.

43. Outcomes/Objectives, Cont. • Regardless of whether your goals are top down – the outcome is where you operationalize the goal. • Therefore, the outcome or end result of the doing allows you to “personalize” the goal to your own program. Bresciani, M.J.

44. Example Outcomes Adapted from TAMU • identify one’s role within the organization • identify one’s own behavior that is congruent with organizational mission • translate one’s role within organization to larger community • explain a global perspective on issues related to organization Bresciani, M.J.

45. Questions to Ask Yourself About Outcomes/Objectives • Is it measurable/identifiable? • Is it meaningful? • Is it manageable? • Who is the target audience of my outcome? • Who would know if my outcome has been met? • How will I know if it has been met? • Will it provide me with evidence that will lead me to make a decision for continuous improvement? Bresciani, M.J.

46. Assignment: Draft or Refine your program outcomes for citizenship

47. Ensuring that you have provided the student with the opportunity to learn that which you expect of them Bresciani, M.J.

48. Example

49. Example

50. Key Things to Remember(King, 2003; Komives & Assoc., 2003; Mentkowski & Assoc, 2000, Kuh et al., 2005; Astin, 1996; Bresciani et. al., 2009) • Student learning must be intentionally designed • Activities to support intentional student learning must be planned and made systematic • Learning must be facilitated