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Strengthening Academic Assessment for Programs A Systemic Approach

Strengthening Academic Assessment for Programs A Systemic Approach. Timothy S. Brophy, Ph.D., Director of Institutional Assessment University of Florida Office of the Provost. Today’s Goals. Describe and explain assessment systems Review UF’s program assessment components

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Strengthening Academic Assessment for Programs A Systemic Approach

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  1. Strengthening Academic Assessment for Programs A Systemic Approach Timothy S. Brophy, Ph.D., Director of Institutional Assessment University of Florida Office of the Provost

  2. Today’s Goals • Describe and explain assessment systems • Review UF’s program assessment components • Discuss program assessment systems and steps to strengthen them • Review examples

  3. Assessment Systems

  4. UF Assessment System Assessment and Institutional Effectiveness Data Reporting May – Assessment Plans and Effectiveness Documentation Reports submitted for the next AY October - Assessment Data, results, and use of results for previous AY entered into Compliance Assist!

  5. Elements of program assessment systems

  6. The Academic Learning Compact

  7. Student Learning Outcomes

  8. Individual Student Assessments

  9. How are these components related?

  10. What we sometimes have Assessment SLO Academic Learning Compact Course Course SLO SLO Assessment Course Assessment

  11. What we should have in all programs

  12. How do we get from THIS TO THIS? Assessment SLO Academic Learning Compact Course Course SLO SLO Assessment Course

  13. And avoid this when dealing with assessment? Rubrics!!! SLOs!! Plans!!!

  14. Start with the ALC program description

  15. Characteristics of Program Learning Goals found in program descriptions • These are broad statements that present multiple measurable components so the statement itself may be “unmeasurable” • These often use verbs like “understand” and “learn” and “gain the ability to…” etc. in the program description • Why? • These are the broad LEARNING GOALS of the program – not the LEARNING OUTCOMES • SLOs represent the measurablecomponents of the SLOs – they are “S.M.A.R.T.” • SLOs are stated using active verbs • However, the SLOs and goals share common language and intent

  16. Developing an Assessment System: A Three-level Model (Carriveau, 2010)

  17. Learning Goals A sample description:Materials Science Engineering The major enables you to develop an understanding of materials systems and their role in engineering. Emphasis is placed on the ability to apply knowledge of mathematics, science and engineering principles to materials science and engineering; to design and conduct experiments, as well as to analyze and interpret data; and to design a system, component or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability. Connection to the job or career

  18. Level 1: Learning Goals based on the MSE ALC

  19. Level 2 – Program Student Learning Outcomes for MSE

  20. MSE: Connecting Goals to Outcomes Goal SLO

  21. MSE: Connecting Goals to Outcomes Level 1 Level 2

  22. Connecting Program SLOs to Courses MSE Curriculum Map Assessments in the boxes marked A are conducted using specific homework, exam, or assignment questions aligned with that SLO. Source: 2011-12 MSE Academic Assessment Plan

  23. Completing the System

  24. Completing the System

  25. A synopsis…

  26. All of this leads to SUCCESS!

  27. KEEP UP THE GOOD WORK

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