Making the Connection Between Classroom and Programmatic Assessment

1. Food Science & Technology Dan Smith Department of Food Science & Technology Oregon State University Making the Connection Between Classroom and Programmatic Assessment Faculty Assessment Academy, October 5, 2011

2. FST’s Path to Assessment • (2000) Learning outcomes assessment mandated by Institute of Food Technologists (professional organization in our discipline) • (2002-2003) Workshops - invited speakers shared experience of other universities • (2005) Collected first assessment data • (2006-present) “Closing the loop” • utilizing data to inform class and curricular changes • redirecting and refining assessments based upon earlier findings Food Science & Technology

3. Advice from the Pros • Start small, but start!!! • make existing assessments more intentional • Utilize rubrics • Regularly share assessment experiences and results with your faculty • Build on initial results - assessment and class/curricular revision are cyclical Food Science & Technology

4. Make Every Assessment Count • From the beginning FST sought to design assessments that would have value within individual classes, but could also provide data needed for programmatic assessment • Programmatic learning outcomes requiring assessment (for IFT approval) • disciplinary knowledge • oral and written communication • critical thinking and problem solving Food Science & Technology

5. Assessing Written Communication Programmatic Assessment Goals • Assess student performance on different kinds of writing assignments • Measure growth in writing during progression through the program Class Assessment Goals • Help students set writing goals, and reflect on writing achievements • Adapt presentation of a given term’s class to needs and aspirations of students • Provide students clear guidance for writing and its evaluation • Evaluate effectiveness of specific assignments Food Science & Technology

6. Student WritingPre-Class Survey • Objectives • instructor learns about attitudes, experiences and perception of ability of class members • students begin to think about writing and set goals • Mechanism • administer during first week of class • ungraded (can be made anonymous) • review aggregate results with class Food Science & Technology

7. Student WritingPost-Class Survey • Objectives • students reflect on writing growth • instructor documents student perception of achievements • before and after comparison could be used in publication and/or promotion and tenure • Obtain approval from IRB Food Science & Technology

8. Instructor (Rubric) BasedWriting Assessment • Objectives • provide students a guide for writing expectations • objective means of writing evaluation • instructor driven evaluation of effectiveness of specific assignments • rubric can be used across assignments or classes • evaluate students’ performance on different kinds of assignments • measure growth in writing skill as students progress through the program Food Science & Technology

9. FST’s Writing Rubric • Matrix: five dimensions x three levels of achievement • Brief description of characteristics associated with each possible dimension-level combination. • Introduced in Food Science Orientation class and utilized in several courses that require writing • Several years of data collection across several classes resulted in conclusion that FST students were writing adequately in the discipline • Data used to guide modification of writing assignments Food Science & Technology

10. Core Knowledge Assessment • Grew out of attempt to assess critical thinking • revealed inadequate grasp of underlying concepts • Food Chemistry faculty identified core knowledge in three courses • Each course incorporated core knowledge assessment questions into exams Food Science & Technology

11. Core Knowledge Assessment • In course and programmatic use of results • reinforced teaching in areas found to be weak • split one class into two • introduced guided discussion and problem solving in recitation • redesigned courses to increase engagement • Bringing Food Chemistry to Life • Andrew Ross blog: http://blogs.oregonstate.edu/deliciousnessw09/ • measured improvement in core knowledge mastery across several classes Food Science & Technology

12. A Pre-Course Diagnostic • Ungraded quiz on Excel and/or math skills • Results used to direct students with weak preparation to online help or 1-credit class for skill reinforcement • Benefits • Shape of class grading curve no longer has a significant tail of struggling students • Class computational sessions, requiring use of Excel more productive Food Science & Technology

13. Summarizing FST’s Experience • Class based assessments can be used to improve an individual class as well as provide insights into the functioning of the entire curriculum • Focus assessments on areas where you sense a problem • Design assessments so that they provide information that leads to action • Assessment and intervention should be cyclical • Share assessment techniques and results with colleagues Food Science & Technology

14. Acknowledgements • Our Mentors in Learning Outcome Assessment • Dr. Barbara Walvoord, Professor Emerita, University of Notre Dame • http://www.theideacenter.org/helpful-resources/consulting-consultant/barbara-walvoord/00283-about-barbara-e-walvoord-phd • Dr. Richard Hartel, Professor, University of Wisconsin, Madison • Dr. Tracey Ann Robinson, OSU School of Mechanical, Industrial and Manufacturing Engineering • FST Colleagues • Drs. Tom Shellhammer, Robert McGorrin, Andrew Ross, Mike Penner, Antonio Torres, Juyun Lim and Lisbeth Goddik Food Science & Technology