Assessment for Research Universities and Graduate Programs

Barbara WrightAssociate Director, WASC

bwright@wascsenior.org

Our roadmap:

Why is assessment a challenge? What is assessment, really? How can it work in a research or

graduate environment? A case study

Why is assessment a challenge?

Complex learning goals Fewer models, less information Less interest Less felt need Competition for faculty time,

attention Dominance of research as a value

1. Goals, questions

2. Gathering evidence3. Interpretation

4. Use

The Assessment Loop

So what is assessment?

It’s a systematic process of 1) setting goals for or asking questions about student learning, 2) gathering evidence, 3) interpreting it, and 4) using it to improve the effects of college on students’ learning and development at any level of analysis from the individual student to the course, program, or institution

Assessment is not

Just the first step Just the first and second steps

It’s the WHOLE process.

Methods matter

Descriptive data – good Indirect evidence – better Direct evidence of learning –

best

Direct methods include … Portfolios Capstones (e.g., dissertations) Performances (e.g., poster or conference

presentation) Assignments (e.g. papers, research

projects) Secondary readings Comps, qualifying exams Commercial tests

Four dimensions of learning --

What students learn (cognitive as well as affective, social, civic, professional, spiritual and other dimensions)

How well (thoroughness, complexity, subtlety, agility, transferability)

What happens over time (cumulative, developmental effects; “value added”)

Is this good enough? (the ED question)

Thinking about standards . . . Absolute standards: the knowledge/skill level of

champions, award winners, top experts

Contextual standards: appropriate expectations for, e.g., a 10-year old, a college student, an experienced professional

Developmental standards: amount of growth, progress over time, e.g., 2 years of college, 5 years

Institutional, regional, national standards?

Keys to successful assessment

SLOs are meaningful Methods align with learning goals, Qs Methods are embedded, not add-ons Validity is in balance with reliability Analysis is collective, collegial Findings are actionable, lead to

improvement

Successful assessment, cont.

SL is part of program review Faculty get support, development Rewards are provided Innovations are planned for, funded The approach is sustainable – and

intellectually interesting