Implementation, Reporting, and program improvement

1. Implementation, Reporting, and program improvement Syed A Rizvi Interim Associate Provost for Institutional Effectiveness

2. Making Program level Assessment Cost effective Assessment is not supposed to break the bank. Syed A Rizvi

3. Making Program level Assessment Cost effective (continued) Keep the number of program goals to 5-7 well-defined goals. Perform staggered assessment of program goals over two- or three-year cycle. Syed A Rizvi

4. Making Program level Assessment Cost effective (Continued) Syed A Rizvi

5. Making Program level Assessment Cost effective (continued) Use capstone and upper division courses. Use a sample for an acceptable level of error and confidence level. Example: For under 15% error and 90% confidence level use sample of 30 students or 10% of the population, whichever is larger. Talk to IR guys to get more precise numbers for different scenarios; use the one that fits your budget. Syed A Rizvi

6. Prioritization—Decision matrix Effort Priority 1 3 Little or no Effort 7 2 4 8 Moderate Effort 9 6 5 Difficult Impact Little Impact Some Impact Significant Impact Syed A Rizvi

7. Reporting results Remember, you are in charge; you set the goals. Set a minimum acceptable level of competency in each program goal, which you’re assessing, and in associated performance indicator(s). Set a target level of performance for the program goal you’re assessing, which will be in terms of percentage of students achieving that goal (optional). Syed A Rizvi

8. Reporting results (continued) Use embedded question so that you can assess the competencies while you grade their tests/reports etc. Find the number of students who achieved the minimum acceptable or higher level of competency in the program goal. Report you results in terms of percentage of students achieving the goal. Syed A Rizvi

9. Reporting results (continued) Syed A Rizvi

10. Continuous Program improvement (closing the loop) Analyze your results to identify any areas of improvement. What if the results are well below my expectations. Does it mean I (we) did a bad job as an instructor? Absolutely not! Assessment is all about improving student learning. It is not an evaluation of your teaching. Institutions have other mechanisms in place to evaluate teaching (student evaluations, peer evaluations etc.) Syed A Rizvi

11. Continuous Program improvement (closing the loop) Once you’ve identified areas of improvement, propose how you can make those improvements. Anything requiring new resources should be channeled to appropriate college entities so that the budget and resource allocation decisions can be informed by assessment of student learning. Syed A Rizvi

12. Continuous Program improvement (closing the loop) At CSI, we are proposing to create a Program Improvement Fund for program improvement needs resulting from assessment of student learning. We’re also proposing President’s Innovation Fundto fund innovative coursework or program(s) proposals resulting from the assessment of student learning. Syed A Rizvi Syed A Rizvi

13. Exercise 4 Each table: Evaluate the four assignments to assess the achievement of the stated goal (performance indicator). Follow the instructions to document and report your results. Syed A Rizvi