Note: Because of slide animation, this ppt is intended to be viewed as a slide show.

While viewing the ppt, it may be helpful to obtain a sample Core Assessment Plan (pdf) & an

Assessment Plan Template (in Word).

These are both available under

Forms: Assessment Plan Templates

Creating A Quality Core Curriculum Assessment Plan

An Overview

Overview Defining Assessment

Instructional Cycle

Common Problems with Assessment

Overview of Assessment Process

5 Steps in the Assessment Process

Next Steps

Assessment is

“… [t]he systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.”

Ted Marchese

In this context, the “educational program” is the Core Curriculum.

How do we collect quality data?

What is our process for reviewing & using the data?

Although we are required to assess for SACS accreditation, that is not the most important reason.

Instructional Cycle (Closing the Loop)

Plan

Collect

Record/

Reflect

Act

Focus of this ppt

Common problems with assessment

Lack of clearly defined student learning objectives (SLOs) or assessment method

Limited, inappropriate, or immature data

Inappropriate use of data for course improvement

5 Steps in the Assessment Process

Assessment Plan (Steps 1-3)

Step 1: Define Student Learning Outcomes

Step 2: Determine Assessment Methods & Frequency

Step 3: Set Criteria & Timetable

Assessment Report add to Plan

Step 4: Collect & Analyze Data

Step 5: Use the Results ("Close the loop")

Step 1. Student Learning Outcomes (SLOs)

Statement of what we think our students should know, do, think after taking the class

Observable behaviors or actions that students will demonstrate

Specific & measureable

Address state-mandated component requirements & objectives

High quality SLOs are the foundation of a strong assessment plan.

For more detailed direction regarding SLOs, see

Creating Quality Student Learning Outcomes.

Step 2. Quality Assessment Methods

Think of the assessment method as the yardstick that will be used to measure each learning

outcome.

Step 2. Quality Assessment Methods . . .

Must be related to the outcome being measured.

For example, it is not possible to measure oral communication with embedded test questions.

Are techniques used to directly measure student attainment of stated learning outcomes.

Describe the data source (i.e., embedded exam questions, rubrics).

Course grades are not appropriate.

Indirect measures are not sufficient.

Course grades are not sufficient because they often …

contain other criteria beyond learning outcomes such as

participation, attendance etc.

reflect various grading scales

do not provide enough detailed information about what students actually learned

Direct vs Indirect Assessment Methods

Direct AssessmentDirectly measures student learning

Ex’s include: Embedded Test Questions

Rubrics

Indirect AssessmentMeasures student perception of learning

Ex’s include:SurveysFocus groupsStudent self-ratingsHonors, awards

For Core Curriculum???

DIRECT

Step 2. Quality Assessment Methods

Clarify the assessment method and tool

What are the specific rubric criteria or embedded exam questions that address the

SLO identified in step 1?

Include them in the assessment plan.

Quality Assessment Requires Consistency & Evenness Across Sections

There should be faculty consensus across course sections regarding the specific SLOs, as well as the embedded exam questions &/or rubric criteria.

Only with consistency & evenness in the course and assessment method is it possible to evaluate SLOs across the entire course.

Step 2. Quality Assessment Methods & Frequency

Which sections will be assessed & how often?

(EX: Odd numbered sections assessed annually)

NOTE: Every core course must be assessed at least once per year but not necessarily every section of every course.

Departments are encouraged to assess courses only in the regular semesters and avoid summer assessment.

Step 3. Set Criteria & Timetable

Criteria

What is the benchmark for student success?

Specific & measureable = useful

Timetable

Set a schedule for data collection. Fall only?

Spring only?

Both Fall & Spring terms?

Assessment is about . . .

A continuous hunt for ways to improve student learning.

The journey, not a destination.

Next Steps

Review Guidelines for a Well-Written Proposal.

Under Forms: Assessment Plan Templates:

Review a sample Core Assessment Plan

Obtain an Assessment Plan Template (in Word).