Define goals, objectives, and outcomes

1. 6 1 5 2 4 3 The Assessment Cycle Use and share results Define goals, objectives, and outcomes Provide programs, services, and activities to achieve goals Review assessment results Select appropriate method and collect data Create measurements/ assessment questions

2. Assessment 101 Diane “DP” Porter-Roberts, PhD Associate Director of Housing for Student Learning & Engagement Director, Student Personnel in Higher Education Master’s Program University of Florida

3. Why?

4. Assessment Outcomes

5. What is an Outcome? • Information • Event • Object • State of being • Plan • Process • Accident • Effort • Other similar action or occurrence • produced as a result or consequence of a

6. What is a Learning Outcome? • Learning Outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009, p 117) • Make them part of the plan!

7. DP’s Outcomes for this session(If you engage with me) Within the next hour, you will be able to: • Write an effective learning outcome • Identify at least one of your fears about assessment (if you have one) and a strategy to overcome that fear* • Discuss what DP thinks is the most important part of the assessment process

8. Why Learning Outcomes? * • Outcomes defineimpact– how the student has changed • Focusing on learning moves beyond “bodies in the door” and “smiles on the way out” * Keeling & Associates, 2007

9. How Do Learning Outcomes Shift Our Focus? * Keeling & Associates, 2007

10. Learning is something students do, NOT something done to students. -Alfie Kohn

11. Brainstorming Outcomes • What should (intended learners)know, be able to do, be able to demonstrate, value,or feelwhen they have completed (program / service)?Or, stated another way… • What difference should (program / service)have made for (intended learners)who participate? Gail S. Rooney & Julia Panke Makela, UIUC

12. Writing Outcomes Statements { } (Intended learners)who(intervention)will be able to (intended outcome). Engage in Participate in Complete { } Identify Summarize List Discuss Describe Explain Demonstrate Gail S. Rooney & Julia Panke Makela, UIUC

13. SMARTApproach to Writing Outcomes • S Specific • M Measurable • A Achievable • R Relevant • T Time-based

14. Brainstorming Outcomes Writing Outcomes Statements SFC students who Student Government will be able to (intended outcome). { } • What should SFC students participating in Student Government know, be able to do, be able to demonstrate, value,or feelwhen they have completed one year with the organization?Or, stated another way… • What difference should SFC Student Government have made for students leaders who participate? Engage in Participate in Complete { } Identify Summarize List Discuss Describe Explain Demonstrate http://www.youtube.com/watch?v=EBoLHqLM7S4

15. enjoy

16. appreciate

17. perceive

18. realize

19. be aware of

20. know

21. solve

22. construct

23. summarize

24. draw

25. produce

26. discuss

27. Students who attended Money Talks on Tuesday should be able to discuss a proactive approach they will take in regard to managing their own personal finances.

28. select

29. organize

30. plan

31. explain

32. “After completing suicide prevention training, resident assistants will be able to explain what the letters QPR represent.”

33. develop

34. "Sophomores participating in the Florida Opportunity Scholars program who complete the 'You on Paper' workshop will be able to develop a chronological resume."

35. list

36. "After attending the Volunteer Fair, students will be able to list 5 non-profit agencies throughout the community."

37. reflect

38. identify

39. Students who participate in the yoga club will be able to identify 3 activities to create “down time” in their daily lives.

40. describe

41. distinguish between

42. implement

43. create

44. Students who utilize GatorWell at the Springs and Jennings Hall will be able to: • Identify at least 5 resources for personal health and wellness. • Name at least 2 services provided by GatorWell. • Describe at least 1 health-related behavior they will change as a result of attending a GatorWell program or service.

45. Students who participated in the student involvement fair yesterday should be able to:

46. Brainstorming Outcomes Writing Outcomes Statements SFC students who Student Government will be able to (intended outcome). { } • What should SFC students participating in Student Government know, be able to do, be able to demonstrate, value,or feelwhen they have completed one year with the organization?Or, stated another way… • What difference should SFC Student Government have made for students leaders who participate? Engage in Participate in Complete { } Identify Summarize List Discuss Describe Explain Demonstrate Now...how will you assess this? – Part 2

47. Learning Outcomes Assessment • Misconceptions, • Overcoming the Anxiety, • and Advice

48. What is Assessment? • “Any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness.” Upcraft & Schuh, 1996, p. 18

49. Types of Assessment • Tracking • How many? Who are they? • Needs Assessment • Satisfaction Assessment • Student Cultures and Campus Environments • Perceptions • Outcomes Assessment • What effect is ____ having? • Comparable Institution Assessment • Benchmarking • National Standards Assessment • Accreditation • Cost Effectiveness Assessment • Are the benefits worth the cost?

50. Assessment Anxiety • Fear of Research • Fear of the word “assessment” • Fear of being overwhelmed • Fear of creating a survey • Fear of statistics (or numbers in general) • Fear of the time commitment • Fear of bad (or ugly) data • Fear of presenting or publishing data • Fear of failure