Assessment 101: Back-to-Basics

1. Assessment 101: Back-to-Basics An Introduction to Assessing Student Learning Outcomes

2. Overview Topics and Goals of Workshop • Definitions of Assessment • Benefits of Assessment • Assessment Myths and Misconceptions • Essential Components of an Assessment Plan • Basic Steps in Implementing Assessment • Guidelines for Good Assessment Practice • Assessment Resources

3. Definitions of AssessmentA Background Knowledge Probe • How would you define assessment? (origins of your personal definition?) • What words comes to mind when you hear the term ‘assessment’? • What benefits could you foresee in undertaking assessment? • What concerns or misgivings do you have about assessment?

4. Definitions of AssessmentA Formal Working Definition (AAHE, ‘95) • Assessment is an ongoing process aimed at understanding and improving student learning • It involves • making our expectations explicit and public; • setting appropriate criteria and high standards for learning quality; • systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and • using the results to document, explain, and improve learning and performance

5. Definitions of Assessment(key underlying questions) • What do you expect students to know, to be able to do, and to value as a result of completing your program? • Do your students know, do, and value these things--are they learning what you want them to learn (and how do you determine this)? • If they do NOT know, do, and value these things, how could your program be changed to improve their learning?

6. Definitions of AssessmentA Glossary of Related Terms • Measurement • Assessment • Assessment as Process, as Description • Evaluation • Other Key Terms and Distinctions • Goals, Objectives, Outcomes • Student Learning Outcomes Assessment • Direct vs. Indirect Measures of Learning • Program Assessment, Program Evaluation

7. The Benefits of Assessment(To the Key Stakeholders in the Process) • To accreditation commissions & state legislators… • To administrators... • (admissions, career services, curriculum and educational policy, development, marketing, retention) • To faculty members… • To graduate training programs and employers... • To parents… • To students… • (prospective, current, exiting, alumni)

8. The Benefits of Assessment(What’s in it for Faculty Members?) • Helps us focus our collective attention & examine our assumptions • Helps us better understand what is taught and learned at various points in the curriculum • Helps create a shared culture dedicated to assuring/improving the quality of higher education • Reduces unnecessary duplication of teaching efforts; unnecessary time in and outside classroom • Better equips us to hold students accountable for prior educational experiences

9. Assessment Myths and Misconceptions • It’s a Passing Fad • It’s Not My Job or Concern • You Can’t Assess What We Do in Academe • I Already Assess, I Call it ‘Grading’ • I Don’t Have the Time to Do Assessment • I Don’t Have the Expertise to Do Assessment • Assessment Might Reveal “Bad” News

10. Essential Components of an Assessment Plan • Goals, Objectives, Intended Outcomes • Methods,Techniques,Target Groups • Time Line • Provisions for Administration of Plan • Provisions for Use/Sharing of Findings • Evaluation of the Assessment Program

11. Basic Steps in Assessment(What to do and when to do it) • State the broad educational purposes and goals of your program • Specify objectives and intended learning outcomes • Select appropriate methods, establish criteria • Gather assessment data • Interpret findings and report to audiences • Identify and implement strategies for change • Revise assessment objectives, criteria, and methods, etc., as appropriate

12. Basic Steps in Assessment:Preliminary Questions • What “unit(s)” are you assessing? • Major, minor, general education program, specific area/course • What is the mission of the (program)? • Catalog lists institutional mission and goals • Catalog may reveal program mission and goals • Consult specific national organization • Consult with program colleagues • Who is your audience? How will findings be used? • NCA, Faculty,Parents/Students, Committee

13. Guidelines for Good PracticeWhat NCA Evaluators Expect • Links to Mission, Goals, Objectives • Involvement of All Segments of Campus • Multiple Measures; Assessment of Cognitive, Behavioral, Affective Domains of Learning • Evidence of Use in Improving Programs • Ongoing Assessment & Re-Evaluation of Assessment Program • Link Assessment to Planning/Budgeting Process

14. Guidelines for Good PracticeSome Final Words of Wisdom • Choose 3-5 objectives to drive assessment • Choose methods wisely • Pilot test • Assess only what you intend to use • Assess at key decision points • Make appropriate use of existing resources • Keep it simple

15. Assessment Resources • Books • Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials, San Francisco: Jossey-Bass • Nichols, J. O. (1995). The departmental guide and record book for student outcomes assessment and institutional effectiveness. New York: Agathon Press. • Banta, T.W., et al. (1996). Assessment in Practice. San Francisco, Jossey-Bass. • Web Sites • http://www2.acs.ncsu.edu/UPA/survey/resource.htm • http://www.siue.com/~deder/assess/ • Local Resources

16. Need Help?On Which Topic(s)?: Check all that apply • Involving/Motivating Faculty, Staff, and/or Students • Developing Broad Program Purposes and Goals • Developing Objectives and Intended Learning Outcomes • Methods of Assessment and Criteria for Success • General Guidelines For Selecting Measures • Strengths and Weaknesses of Various Methods • Choice & Implementation of a Specific Method • Analysis and Interpretation of Assessment Findings • Means of Reporting and Using Assessment Information • Other (Development of Timelines, Administrative Provisions) • Optional (Name or Program: )

17. Concluding Remarks:One-Minute paper • What is the most important thing you learned today about assessment? • What remains most unclear or confusing to you about assessment at this point?