Amber Malinovsky Assistant Director Institutional Assessment Texas A&M University

1. Keeping it Simple: Helping Faculty and Staff Create Meaningful, Measurable, and Manageable Assessment Plans and Reports Amber Malinovsky Assistant Director Institutional Assessment Texas A&M University

2. About Us • Texas A&M University, College Station, Texas • 48,000 students • 2,700 faculty • 5,500 staff • 5,200 acres • WEAVE users and programs • 470+ programs in entity tree • 700 WEAVE users

3. About Us • Office of Institutional Assessment • Four full-time employees, two graduate assistants • Variety of duties that support assessment • Liaison structure • Ten colleges • Two branch campuses (Galveston and Qatar) • Multiple support units (student affairs, undergraduate programs, etc.)

4. Setting up a Workshop • Choose a topic • Often suggested by users/Assessment Liaisons • Sometimes specific to audience (academic vs. support, by discipline, etc.) • Conduct research and collect examples • Draft and revise slides and materials • Our “simple” formula: definition + tips + examples + cautions + putting it all together = meaningful, measurable, manageable

5. Setting up a Workshop • Choose dates and locations • Advertise and track registrants • Announcement sent on email lists and posted on website • Online form for registration • Evaluation and follow-up • Past workshops: http://assessment.tamu.edu/wkshp_pres/index.htm

6. The Assessment Plan & Report Dr. Loraine Phillips Amber Malinovsky

7. Agenda Part One • Introduction to Assessment • Components of an Assessment Plan • Mission • Outcomes • Measures • Achievement Targets • Components of an Assessment Report • Findings • Analysis of Findings • Action Plans • Annual Reporting

8. Suggested Assessment Report Deadlines • May 31, 2009 Data collected • August 1, 2009 Findings entered • September 1, 2009 Analysis Questions answered, along with any appropriate action plans • September 15, 2009 Annual Report question answered • October 1, 2009 2008-2009 Cycle Year CLOSES no more editing

9. SACS Expectations SACS Comprehensive Standard 3.3.1 3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) 3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate

10. The Assessment Process Adapted from: Trudy Banta, IUPUI

11. Mission Statement • The mission statement links the functions of your unit to the overall mission of TAMU. • A few questions to consider in formulating the mission of your unit: • What is the primary function of your unit? • What core activities are involved? • What should those you serve experience after interacting with your unit?

12. Characteristics of a Well-Defined Mission Statement • Brief, concise, distinctive • Clearly identifies the program’s purpose • Clearly aligns with the mission of the division and the University • Explicitly articulates the essential functions/activities of the program • Clearly identifies the primary stakeholders of the program: i.e., students, faculty, parents, etc.

13. Example of a Mission Statement “University Career Services, an integral part of the educational process, assists students and alumni in assessing their career possibilities, setting their personal goals and achieving their objectives toward becoming productive citizens in the global community. While assisting its clients in identifying professional employment opportunities, University Career Services also provides the university community with insights into the ever-changing world of work to help develop realistic ways to better educate tomorrow’s leaders.” (Texas Christian University)

14. Learning Outcomes When writing Learning Outcomes, the focus must be on the stakeholders (e.g., students, faculty, staff, and others) and what they will think, know, do, or value following the provision of the service.

15. Program Outcomes • Process statements • Relate to what the unit intends to accomplish • Level or volume of activity • Efficiency with which you conduct the processes • Compliance with external standards of “good practice in the field” or regulations • Satisfaction statements • Describe how those you serve rate their satisfaction with your unit’s processes or services

16. Common Issues Addressed in Program Outcomes • Facilities & Equipment • Faculty • Financial Support • Student Preparation • Productivity • Technology • Access • Accountability • Affordability • Climate • Educational Effectiveness/Quality

17. Writing Program Outcomes Consider such questions as: • What are the most important results or impacts that should occur as a result of your unit’s activities? • What are your critical work processes and how should they function? • What does the end user experience through interaction with your unit?

18. Examples of Outcomes • Learning Outcomes • Students receiving advising services will be able to identify and utilize campus resources. • Staff and faculty will be able to use the Oracle system for purchasing. • Process statements • The number of faculty training workshops and participation rates for WebCT will relate to the needs. • The travel office will promptly process travel requests. • Satisfaction statements • Faculty will report satisfaction in the training received for WebCT. • Faculty and staff will report satisfaction with travel processing under the Oracle system.

19. Writing Outcomes Outcomes should be: • linked to the unit’s mission • realistic and attainable • limited in number (manageable) • something that is under the control of the unit • measurable and/or observable • meaningful • target key services or change points • use action verbs

20. Assessment Measures After establishing your outcomes… • Define and identify the sources of evidence you will use to determine whether you are achieving your outcomes. • Detail what will be measured and how • Identify or create, if necessary, measures that help your unit in making critical decisions about its processes and services.

21. Choosing Assessment Measures Some things to think about: • How would you describe the end result of the outcome? • How will you know if this outcome is being accomplished? • What will provide you with this information? • Where are you currently delivering the outcome? • Are there any naturally occurring assessment opportunities? • What measures are currently available?

22. Learning Outcome Method of Delivery How, When, and Where Information will be Gathered Outcome 1 Outcome 2 Outcome 3 Etc. Example of a Delivery Map

23. Characteristics of an Effective Assessment Measure • Measurable and/or observable • You can either observe it, count it, quantify, etc. • Meaningful • If captures enough of the essential components of the objective to represent it adequately • Manageable • It can be measured without excessive cost or effort

24. Direct Measures Direct measures are those designed to directly measure: • what a stakeholder knows or is able to do (i.e., requires a stakeholder to actually demonstrate the skill or knowledge) • The benefit of programming or intervention

25. Common Direct Measures • Participation data • Observation of behavior • Culminating experiences (e.g., presentation, project, internships, etc.) • Collection of work samples (portfolios) • Pre- and post-measures • Volume of activity • Level of efficiency (average response time) • Measure of quality (average errors)

26. Indirect Measures Indirect measures focus on: • stakeholders’ perception of their level of learning • stakeholders’ perception of the benefit of programming or intervention • stakeholders’ satisfaction with some aspect of the program or service

27. Common Indirect Measures • Surveys • Exit interviews • Retention/graduation data • Demographics • Focus groups

28. Achievement Targets • An achievement target is the result, target, benchmark, or value that will represent success at achieving a given outcome. • Achievement targets can be specific numbers or trends.

29. Examples of Achievement Targets • Students will achieve a score of 3 or 4 on the rubric. • Average score on rubric is a 3 or better (on a scale of 0 to 4). • 90% of the transcripts will be sent within three days. • Each employee will participate in a minimum of two training/development programs per year. • Acquisition statistics will indicate growth in the overall collections that support academic programs.

30. Putting It All Together Outcome: Improve and strengthen media relations and publications Measure 1 (Direct): Track media pitches/releases. Achievement Target: Average of 250 media pitches/releases for the year. Measure 2 (Indirect): Conduct annual readership survey of university magazine. Achievement Target: Feedback via readership survey will indicate average ratings of 7 or better on a 1-10 scale.

31. Putting It All Together Outcome: To provide a library web site that enables users to locate and use information on their own Measure 1 (Direct): Usability testing with small groups Achievement Target: Participants in usability testing demonstrate web site’s ease of use Measure 2 (Indirect): LibQUAL+ assessment program Achievement Target: LibQUAL+ results indicate faculty and student satisfaction

32. Things to be careful of… • Writing your Achievement Target as part of your Outcome • Example: • Outcome: 80% satisfaction rate from instructors • Measure: Biannual instructor satisfaction survey • Achievement Target: 80% satisfaction rate • Possible Steps to Revision: • Satisfied with what? • New Outcome: Instructors will report satisfaction with the resources available for course development.

33. Things to be careful of… • Having the same Measure and Achievement Target • Example 1: • Measure: Annual review of forms • Achievement Target: Annual review of forms • Possible Steps to Revision: • Go back and look at outcome. Outcome states that Forms and paperwork will be clear, concise & accurate. • If the Annual review shows that they are not clear, concise & accurate, what will need to happen? • New Achievement Target: Decrease in number of revisions needed to make forms more understandable and accurate.

34. Things to be careful of… • Having the same Measure and Achievement Target • Example 2: • Measure: 50 slots for scholarship recipients secured • Achievement Target: 50 slots secured for scholarship recipients • Possible Steps to Revision: • Remember: Measures are more general. Achievement Targets are specific. • Identify what it is that you’re doing to determine whether or not you’ve met the achievement target. THIS is your measure. • New Measure: Track number of scholarship recipients.

35. Things to be careful of… • Writing your Achievement Target as part of your Measure • Example: • Measure: Score a 3 or 4 on an identified technology assignment • Possible Steps to Revision: • Remember: Measures are more general. Achievement Targets are specific. • Outcome states: Demonstrate competency in technology • Revise Measure to read: Identified technology assignment. • Add Achievement Target: Students will achieve a 3 or 4 on the rubric.

36. Assessment Plans & Reports Assessment Report • Mission/Purpose • Outcomes, learning & program • Assessment Methods with achievement targets • Findings • Action Plans • Analysis Questions • Annual Report Section Assessment Plan • Mission/Purpose • Outcomes, learning & program • Assessment Methods with achievement targets

37. SACS Expectations SACS Comprehensive Standard 3.3.1 3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) 3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate and provides evidence of improvement based on analysis of the results…

38. Findings • Findings = Assessment data • On an Assessment Report, “findings” refers to a concise summary of the results you gathered from a given assessment measure. • The language of this statement should parallel the corresponding achievement target • Describe your results in enough detail to prove whether you have met, partially met, or not met your achievement target. • It is not necessary to provide any interpretation of your data in your findings summary.

39. Findings • (Optional) Attach documents to support your data. These can include survey instruments or results, reports, committee members and minutes from meetings, etc.

40. Examples of Findings Statements • Example 1: • Achievement Target: Overall mean score of students from program meets or exceeds state average score. • Findings: The overall mean score of students from the Teaching, Learning, and Culture program exceeded that of the state average score of the state certification exam. Results: Program overall mean scaled score—91.50, State overall mean scaled score—79.13.

41. Examples of Findings Statements • Example: • Achievement Target: Decrease by 40% the number of undeclared students from the entering major (Fall 2008) to current major (Fall 2009) • Findings: 34% of undeclared students who had registered for Fall 2009 classes by the beginning of June had declared a major.

42. Examples of Findings Statements • Example: • Achievement Target: 10 campus-wide workshops conducted in November and December of 2008. • Findings: 8 campus-wide workshops were conducted in November and December of 2008.

43. Analyze your Findings • Reflect on what has been learned during an assessment cycle • Identify areas that need to be monitored, remediated, or enhanced • Three key questions are at the heart of your analysis: • What did you find and learn? • So What does that mean for your academic program or support unit? • Now What will you do as a result of the first two answers?

44. Analyze your Findings • You will want to reflect on the following areas: • StudentLearning Outcomes, if applicable • Program Outcomes, if applicable • The Assessment Process

45. Action Plan • After reflecting on the findings, you and your colleagues should determine appropriate action to improve the program. This will lead to at least one action plan. • Actions outlined in the action plan should be specific and relate directly to the outcome and the results of assessment.

46. Action Plan Recommendations • We do not recommend having an assessment report without any action plans. • SACS 3.3.1 • We do recommend that you keep the number of action plans manageable.

47. Annual Reporting • The final step in your assessment report is to consider how your program contributed to one or more of the following: • Departmental goals or imperatives • College goals or imperatives • University mission, goals or imperatives

48. Rubrics for Evaluation Assessment Plans • Mission/Purpose Statements • Outcomes • Measures and Achievement Targets Findings/Report • Achievement Targets • Findings • Analysis • Action Plans

49. Take-Home Messages • You do not have to assess everything every year • Modify something already being done that is meaningful to the program • Summarize your Findings • Limit your Action Plans and keep them manageable • Consider how your program fits within the university’s mission • Be flexible—this is an iterative process

50. References The Principles of Accreditation: Foundations for Quality Enhancement. SACS COC. 2008 Edition. Banta, Trudy W., & Palomba, C. (1999). Assessment Essentials. San Francisco: Jossey-Bass. Banta, Trudy W. (2004). Hallmarks of Effective Outcomes Assessment. San Francisco: John Wiley and Sons. Walvoord, Barbara E. (2004). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass. Assessment manuals from Western Carolina University and Texas Christian University were very helpful in developing this presentation. Putting It All Together examples adapted from Wright State University Libraries Assessment Plan, UHCL President’s Office Assessment Plan