TRANSFORMATIVE ASSESSMENT:

LEADING THE CHARGE! Catherine M. Wehlburg, Ph.D.

Texas Christian Universityc.wehlburg@tcu.edu

www.assessment.tcu.edu Richard Laramy

The Expert Knowledge Networkrichard@utakethecredit.com

www.utakethecredit.com

TAIR Annual Meeting 2009

WHERE ARE WE TODAY?

Transformative Assessment

Assessment for

Learning

Assessment for

Teaching

Assessment for

Accountability

ASSESSMENT FOR ACCOUNTABILITY

Assessment used for punishment Role of regional accreditors Used for external reasons only “Top Down” requirement Mechanistic and technical approach to

gathering information Assessment that is “added onto” already

operating programs

TRANSFORMATIVE ASSESSMENT Goal is to enhance student learning Not an end in itself Must be cyclical Should be integrated into the regular cycle of the

department/unit Should contribute to ongoing dialogue Should align with institutional mission and goals Should be collaborative within a department/college/institution Should be

Consistent Systematic Appropriate and realistic Meaningful Sustainable Often embedded

“Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever”

Ted Marchese

“You can’t fatten a big by weighing it”Old Saying

“E=MC2”Gloria Rogers

A REAL CULTURE OF ASSESSMENT

Those doing the assessment must create it Must be based on an agreed upon and

important mission statement Trust concerning how assessment data will be

used must be established Assessment should be seen as a continuous

and ongoing process May become “messy” Must result in enhanced learning

BALDRIGE CRITERIA/CORE VALUES Leadership Strategic Planning Customer/Patient/Student and Market Focus Measurement, Analysis, and Knowledge

Management Workforce Focus Process Management Results

WHAT YOU CAN DO

Build shared trust Have open discussions with all involved

regarding the use of assessment data Invite those who disagree to be a part of the

discussionsGet buy-in from the Provost and faculty levelsBe completely honest and admit mistakes

earlyAcknowledge the spotty past of assessmentDon’t use accreditation as the “big stick”

unless absolutely necessary

WHAT YOU CAN DO

Build shared motivation Develop a campus-wide assessment

committee or quality enhancement councilDiscuss the need to use assessment to

enhance student learningCelebrate and widely share positive

assessment resultsLink assessment results that do not meet

expectations with possible funding increasesEncourage the use of assessment data in

institutional level decision making

WHAT YOU CAN DO

Build a shared languageConsider sending regular and informative

emails/newslettersUse a template or other guidelines for

reporting assessment dataGet administration to use the specific

language neededEncourage participation in developing a

glossary of termsAcknowledge the differences in what terms

mean (“assessment” “action plan”)

WHAT YOU CAN DO

Build shared guidelines Develop an image of what “assessment”

means on your campusConsider how assessment can work at the

various levels (class, department, college, institution)

Working across campus, have ongoing discussions regarding enhancing student learning

Involve both academic and student affairsDiscuss the need to embed assessment into

already existing activities

NEXT STEPS What will you take from this workshop back

to your campus? What can you begin to work on first? What is a longer term goal for you and your

office at your institution?

QUESTIONS?