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CLOSING the LOOP: a practical application

CLOSING the LOOP: a practical application. By Dr. Debra Bryant (NWCCU and Business Department Accreditation Liaison) http://www.Dixie.edu/academic/using_reporting_results.php#what. What does it mean to “Close the Loop”?.

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CLOSING the LOOP: a practical application

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  1. CLOSING the LOOP:a practical application By Dr. Debra Bryant (NWCCU and Business Department Accreditation Liaison) http://www.Dixie.edu/academic/using_reporting_results.php#what

  2. What does it mean to “Close the Loop”? “Closing the Loop” is one of the most important stages in the assessment process. It is the action stage. Once a department has (a) decided what they want their students to learn, (b) determined where & when assessment of that learning should take place (c) gathered samples of students’ work, and (d) analyzed the data, faculty takes the time to evaluate whether students actually learned what they were expected to learn, and use that information to effectively improve teaching and learning.

  3. Faculty collaboratively: * discuss the assessment results, * reach conclusions about their meaning, * decide what changes are needed, if any, * determine the implications for those changes, and * follow through to implement the changes.

  4. An example from the Business Department (a) Decide what we want students to learn Mission The mission of the Udvar-Hazy School of Business is to prepare students for successful employment, advanced learning and service to community. We are committed to providing an environment that embraces experiential learning, stimulates academic excellence and incorporates ethical considerations. Goals 1. Provide students with core business knowledge and skills that enable attainment of advanced business degrees and success in a rapidly changing, competitive business environment. (Core Theme One – A Culture of Learning)

  5. UHSB Student Learning Outcomes 1. Students will demonstrate a working level knowledge of the core functional areas of business: A. Students will demonstrate a working level knowledge of core business functions in accounting, economics, finance, information systems, international business, legal and social environment, marketing, and management. B. Students will analyze a complex business situation, identify relevant functional business issues and suggest viable courses of action

  6. (b) Determine where & when assessment of learning should take place Direct Measurement: Major Field Test in Business by ETS When: During the Capstone course *We neglected to consider the “who” or “by whom” and the exact “when”.

  7. (c) Gather samples of students’ work Conduct Major Field Test in Business by ETS during the semester in the Testing Center.

  8. (d) Analyze the data Fall 2011

  9. (d) Analyze the data Human response to bad results? Shock! Stupid students? Bad teaching? Defensiveness In a quandary of where to start?

  10. QUESTIONS TO ASK & THINGS TO CONSIDER WHEN LOOKING AT ASSESSMENT RESULTS[adapted from “Closing the Loop” Allen & Driscoll, 2013 WASC Assessment Leadership Academy] • What do the data say about your students’ mastery of subject matter, of research skills, or of writing and speaking? • What do the data say about your students’ preparation for taking the next step in their careers? • Are there areas where your students are outstanding? Are they consistently weak in some respects? • Are graduates of your program getting good jobs, accepted into reputable graduate schools, reporting satisfaction with their undergraduate education? • Do you see indications in student performance that point to weakness in any particular skills, such as research, writing, or critical thinking skills?

  11. MORE QUESTIONS TO ASK & THINGS TO CONSIDER • Do you see areas where performance is okay, but not outstanding, and where you would like to it improve? • Do the results live up to the expectations we set? • Are our students meeting internal and external standards? How do our students compare to peers? • Are our students doing as well as they can? • Are our expectations (benchmarks) appropriate? Should expectations be changed? • Does the curricula adequately address the learning outcomes? • Are our teaching & curricula improving? • What are the most effective tools to assess student learning? Do they clearly correspond to our program learning outcomes? Do the learning outcomes need to be clarified or revised?

  12. Motivation Ideas for the MAPP Test & Major Field Tests • A culture of assessment at the institution can be an immense benefit in motivating students for these types of tests. Faculty enthusiasm is a tremendous influence on students’ perception of the importance of the test. • A letter is sent to entering freshmen and it explains the importance of the test and lets them know they will be tested as a freshman and a senior. Helps to do this along with #1. • Test takers are divided into teams, with prizes and recognition awarded to the top teams, as well as top individual performers. • With Major Field Tests, some departments will award different levels of credit toward a grade in a capstone course in proportion to the score received. (One institution uses the MFT Comparative Data Guide’s average student score: if a student beats that, he/she receives a full 10% credit toward a grade, if lower, the student receives 5%). • $20 Gift certificates to the bookstore. • Free cap & gown rental..…. .

  13. (d) Analyze the data (e) Close the Loop – Take action 1. Change out assessment faculty member (to nonadjunct) 2. Implement motivational activities: • Emphasize with new faculty member the importance and value of the assessment • Emphasize to students the value of the assessment (resume, grad school …) • School pride • High score names posted • Awards? 3. Set benchmarks (average at least 50th percentile in each area)

  14. (d) Analyze the data Spring 2012

  15. (d) Analyze the dataFall 2012 & Spring 2013

  16. (d) Analyze data Fall 2013 & Spring 2014 Just when you think you have it right…

  17. (d) Analyze the data Fall 2013

  18. (d) Analyze the data – Trend it Lesson: Don’t panic! Apply the right questions and considerations.

  19. Don’t let assessment results dictate decisions. But, assessment results should advise faculty as they use professional judgment to make suitable decisions. Assessment results are meant to inform planning and influence decision making, therefore reporting results to the various stakeholders (e.g., students, administration, accrediting agencies, alumni) is an integral part of “closing the loop”.

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