Competency-based Instructional System Design: A Model for

Program Assessment

3rd Annual Texas A&M Assessment Conference

Barbara Lyon, Ed.D., SPHR

Tarleton State University

Today’s Activities

Agenda Roles Rules Outcomes

Key Assessment Measures

Efficiency– Doing things right -

Effectiveness– Doing the right

things -

Higher Education Assessment Task

Complex

Multi-dimensional

Higher Education = V3 + C3

• V3 – Volume– Velocity– Values

C3

– Climate– Complexity– Consequences

Teaching Students to Think S3

• Necessary ability in the workplace

Common higher education task

Levels of Cognition– Simple– Systematic– Strategic

Planning and Institutional Effectiveness

Define collegiate education purpose (mission)

Establish goals consistent with institution’s purpose

Evaluate achievement through established procedures

Implement program improvement activities

Assessment Levels

Student Classroom Course Program College Division Institution

Program Assessment—Missing?

Student Classroom Course Program College Division Institution

Program

Competency-basedInstructional System Design

• Analyze requirements

• Design objectives

• Develop courses

• Implement instruction

• Evaluate outcomes

Analysis Phase

Ensure broad participation– External– Internal

Determine trends and influences– External– Internal

Design Phase

Determine program outcomes

Develop curriculum plan– Curriculum Assessment plan (CAP)– Course sequence plan

Link program outcomes to course development plans / master syllabi

Development Phase

Select course text(s) Develop course syllabus Develop learning

activities Develop assessment

tools Develop feedback

mechanisms

Ensure academic freedom

Implementation Phase

Instructional methods

Learning activities

Developmental feedback (classroom assessment techniques [CAT])

Formative student assessment

Ensure academic freedom

Evaluation Phase

Course outcomes –(every semester)– Summative student

assessment– Student evaluation of

faculty– Enrollment data– Grade distribution

reports

Evaluation Phase

Institutional Effectiveness(every three to five years)

Purpose / mission

Goals

Achievements

Program improvement

Evaluation Phase

Program outcomes (annual / bi-annual)– Enrollment data– Grade distribution data– CAP assessments

External review CAP review and

revisions Master syllabi review and

revisions Course sequence plan

review

CB-ISD: CAPCurriculum Assessment Plan

1. Program purpose

2. Expected outcomes

3. Learning outcomes

CB-ISD: CAPCurriculum Assessment Plan

4. Assessment procedures

5. Assessment responsibilities

6. Assessment findings use

7. Assessment cycle length

CB-ISD: CAPCurriculum Assessment Plan

8. Outcomes matrix (competencies to courses)

9. References used

10. Program review recommendations

CAP and IEAssessment Dimensions

Student satisfaction

Student academic development

Student career development

Student personal development

CAP and IEAssessment Dimensions

Faculty quality

Community interaction

Resource acquisition

Organizational climate

CAP and IEAssessment Dimensions

Break into small groups

Identify program assessment areas or topics for CAP

Select one area or topic in each dimension

State how CB-ISD processes may be used to ensure program assessment takes place

…Academic Excellence

Much more than an accreditation issue

It’s about culture, inclusion, innovation, support, involvement, success

Program evaluation may be one of our best compasses