Assessment 101: Back-to-Basics Assessment 101: Back-to-Basics

An Introduction to Assessing Student An Introduction to Assessing Student Learning Outcomes Learning Outcomes

Overview Topics and Goals of Workshop

Overview Topics and Goals of Workshop

Definitions of AssessmentDefinitions of Assessment Benefits of Assessment Benefits of Assessment Assessment Myths and MisconceptionsAssessment Myths and Misconceptions Essential Components of an Assessment PlanEssential Components of an Assessment Plan Basic Steps in Implementing Assessment Basic Steps in Implementing Assessment Guidelines for Good Assessment PracticeGuidelines for Good Assessment Practice Assessment ResourcesAssessment Resources

Definitions of AssessmentA Background Knowledge Probe

Definitions of AssessmentA Background Knowledge Probe

How would you define assessment? (origins of How would you define assessment? (origins of your personal definition?)your personal definition?)

What words comes to mind when you hear the What words comes to mind when you hear the term ‘assessment’?term ‘assessment’?

What benefits could you foresee in undertaking What benefits could you foresee in undertaking assessment?assessment?

What concerns or misgivings do you have about What concerns or misgivings do you have about assessment?assessment?

Definitions of AssessmentA Formal Working Definition (AAHE, ‘95)

Definitions of AssessmentA Formal Working Definition (AAHE, ‘95)

Assessment is an ongoing process aimed at Assessment is an ongoing process aimed at understanding and improving student learningunderstanding and improving student learning

It involvesIt involves making our expectations explicit and public;making our expectations explicit and public; setting appropriate criteria and high standards for learning setting appropriate criteria and high standards for learning

quality; quality; systematically gathering, analyzing, and interpreting systematically gathering, analyzing, and interpreting

evidence to determine how well performance matches those evidence to determine how well performance matches those expectations and standards; and expectations and standards; and

using the results to document, explain, and improve learning using the results to document, explain, and improve learning and performanceand performance

Definitions of Assessment(key underlying questions)

Definitions of Assessment(key underlying questions)

What do you expect students to know, to be able What do you expect students to know, to be able to do, and to value as a result of completing your to do, and to value as a result of completing your program?program?

Do your students know, do, and value these Do your students know, do, and value these things--things--are they learning what you want them to learn are they learning what you want them to learn

(and how do you determine this)(and how do you determine this)?? If they do If they do NOT NOT know, do, and value these things, know, do, and value these things,

how could your program be changed to improve how could your program be changed to improve their learning?their learning?

Definitions of AssessmentA Glossary of Related Terms

Definitions of AssessmentA Glossary of Related Terms

MeasurementMeasurement AssessmentAssessment

Assessment as Process, as DescriptionAssessment as Process, as Description

EvaluationEvaluation Other Key Terms and DistinctionsOther Key Terms and Distinctions

Goals, Objectives, OutcomesGoals, Objectives, Outcomes Student Learning Outcomes Assessment Student Learning Outcomes Assessment Direct vs. Indirect Measures of LearningDirect vs. Indirect Measures of Learning Program Assessment, Program EvaluationProgram Assessment, Program Evaluation

The Benefits of Assessment(To the Key Stakeholders in the Process) The Benefits of Assessment

(To the Key Stakeholders in the Process)

To accreditation commissions & state legislators…To accreditation commissions & state legislators… To administrators... To administrators...

(admissions, career services, curriculum and (admissions, career services, curriculum and educational policy, development, marketing, retention)educational policy, development, marketing, retention)

To faculty members…To faculty members… To graduate training programs and employers...To graduate training programs and employers... To parents…To parents… To students…To students…

(prospective, current, exiting, alumni)(prospective, current, exiting, alumni)

The Benefits of Assessment (What’s in it for Faculty Members?) The Benefits of Assessment (What’s in it for Faculty Members?)

Helps us focus our collective attention & examine our Helps us focus our collective attention & examine our assumptions assumptions

Helps us better understand what is taught and learned Helps us better understand what is taught and learned at various points in the curriculum at various points in the curriculum

Helps create a shared culture dedicated to Helps create a shared culture dedicated to assuring/improving the quality of higher educationassuring/improving the quality of higher education

Reduces unnecessary duplication of teaching efforts; Reduces unnecessary duplication of teaching efforts; unnecessary time in and outside classroomunnecessary time in and outside classroom

Better equips us to hold students accountable for prior Better equips us to hold students accountable for prior educational experienceseducational experiences

Assessment Myths and Misconceptions

Assessment Myths and Misconceptions

It’s a Passing FadIt’s a Passing Fad It’s Not My Job or ConcernIt’s Not My Job or Concern You Can’t Assess What We Do in AcademeYou Can’t Assess What We Do in Academe I Already Assess, I Call it ‘Grading’I Already Assess, I Call it ‘Grading’ I Don’t Have the Time to Do AssessmentI Don’t Have the Time to Do Assessment I Don’t Have the Expertise to Do AssessmentI Don’t Have the Expertise to Do Assessment Assessment Might Reveal “Bad” NewsAssessment Might Reveal “Bad” News

Essential Components of an Assessment Plan

Essential Components of an Assessment Plan

Goals, Objectives, Intended OutcomesGoals, Objectives, Intended Outcomes Methods,Techniques,Target GroupsMethods,Techniques,Target Groups Time LineTime Line Provisions for Administration of PlanProvisions for Administration of Plan Provisions for Use/Sharing of FindingsProvisions for Use/Sharing of Findings Evaluation of the Assessment ProgramEvaluation of the Assessment Program

Basic Steps in Assessment(What to do and when to do it)

Basic Steps in Assessment(What to do and when to do it)

State the broad educational purposes and goals of State the broad educational purposes and goals of your programyour program

Specify objectives and intended learning outcomes Specify objectives and intended learning outcomes Select appropriate methods, establish criteriaSelect appropriate methods, establish criteria Gather assessment dataGather assessment data Interpret findings and report to audiencesInterpret findings and report to audiences Identify and implement strategies for changeIdentify and implement strategies for change Revise assessment objectives, criteria, and methods, Revise assessment objectives, criteria, and methods,

etc., as appropriateetc., as appropriate

Basic Steps in Assessment:Preliminary Questions

Basic Steps in Assessment:Preliminary Questions

What “unit(s)” are you assessing?What “unit(s)” are you assessing? Major, minor, general education program, specific Major, minor, general education program, specific

area/coursearea/course What is the mission of the (program)?What is the mission of the (program)?

Catalog lists institutional mission and goalsCatalog lists institutional mission and goals Catalog may reveal Catalog may reveal programprogram mission and goals mission and goals Consult specific national organizationConsult specific national organization Consult with program colleagues Consult with program colleagues

Who is your audience? How will findings be used?Who is your audience? How will findings be used? NCA, Faculty,Parents/Students, CommitteeNCA, Faculty,Parents/Students, Committee

Guidelines for Good PracticeWhat NCA Evaluators Expect

Guidelines for Good PracticeWhat NCA Evaluators Expect

Links to Mission, Goals, ObjectivesLinks to Mission, Goals, Objectives Involvement of All Segments of CampusInvolvement of All Segments of Campus Multiple Measures; Assessment of Cognitive, Multiple Measures; Assessment of Cognitive,

Behavioral, Affective Domains of Learning Behavioral, Affective Domains of Learning Evidence of Use in Improving ProgramsEvidence of Use in Improving Programs Ongoing Assessment & Re-Evaluation of Ongoing Assessment & Re-Evaluation of

Assessment ProgramAssessment Program Link Assessment to Planning/Budgeting ProcessLink Assessment to Planning/Budgeting Process

Guidelines for Good PracticeSome Final Words of Wisdom

Guidelines for Good PracticeSome Final Words of Wisdom

Choose 3-5 objectives to drive assessmentChoose 3-5 objectives to drive assessment Choose methods wiselyChoose methods wisely Pilot testPilot test Assess only what you intend to useAssess only what you intend to use Assess at key decision pointsAssess at key decision points Make appropriate use of existing resourcesMake appropriate use of existing resources Keep it simpleKeep it simple

Assessment ResourcesAssessment Resources

Books Books Palomba, C.A. & Banta, T.W. (1999). Palomba, C.A. & Banta, T.W. (1999). Assessment EssentialsAssessment Essentials, San , San

Francisco: Jossey-BassFrancisco: Jossey-Bass Nichols, J. O. (1995). Nichols, J. O. (1995). The departmental guide and record book The departmental guide and record book

for student outcomes assessment and institutional effectivenessfor student outcomes assessment and institutional effectiveness. . New York: Agathon Press.New York: Agathon Press.

Banta, T.W., et al. (1996). Banta, T.W., et al. (1996). Assessment in PracticeAssessment in Practice. San Francisco, . San Francisco, Jossey-Bass.Jossey-Bass.

Web SitesWeb Sites http://www2.acs.ncsu.edu/UPA/survey/resource.htmhttp://www2.acs.ncsu.edu/UPA/survey/resource.htm

http://www.siue.com/~deder/assess/http://www.siue.com/~deder/assess/

Local ResourcesLocal Resources

Need Help?On Which Topic(s)?: Check all that apply

Need Help?On Which Topic(s)?: Check all that apply

Involving/Motivating Faculty, Staff, and/or Students Involving/Motivating Faculty, Staff, and/or Students Developing Broad Program Purposes and Goals Developing Broad Program Purposes and Goals Developing Objectives and Intended Learning Outcomes Developing Objectives and Intended Learning Outcomes Methods of Assessment and Criteria for SuccessMethods of Assessment and Criteria for Success

General Guidelines For Selecting Measures General Guidelines For Selecting Measures Strengths and Weaknesses of Various MethodsStrengths and Weaknesses of Various Methods Choice & Implementation of a Specific MethodChoice & Implementation of a Specific Method

Analysis and Interpretation of Assessment FindingsAnalysis and Interpretation of Assessment Findings Means of Reporting and Using Assessment InformationMeans of Reporting and Using Assessment Information Other (Development of Timelines, Administrative Provisions)Other (Development of Timelines, Administrative Provisions) Optional (Name or Program: )Optional (Name or Program: )

Concluding Remarks:One-Minute paper

Concluding Remarks:One-Minute paper

What is the most important thing you What is the most important thing you learned today about assessment?learned today about assessment?

What remains most unclear or confusing to What remains most unclear or confusing to you about assessment at this point?you about assessment at this point?