Program Assessment Workshop Kathleen Harring. What is Assessment? Assessment is the systematic...
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Transcript of Program Assessment Workshop Kathleen Harring. What is Assessment? Assessment is the systematic...
What is Assessment?
Assessment is the systematic gathering and analysis of information to inform and improve student learning in the context of specific educational goals
Characteristics of Good Program Level Assessment Based on principles defined at the
institutional level Integrated with college outcomes Ongoing
Characteristics of Good Program Level Assessment Comprehensive – encompassing students,
faculty, and resources Valued and supported by the college
culture Implemented gradually in careful steps
Characteristics of Good Program Level Assessment Practical – with clear implications for
faculty and students Self-renewing – data and information
should feed back at both the department and college level
Departmental Mission Statement
Broadly communicates the department’s vision
Consistent with institutional mission Guides departmental decision-making
Program Goals
General statements about the knowledge, skills, or values that students will acquire in the program
Consistent with institutional mission
Program Goals
We want psychology students to:Know the theories, models, and findings of
psychologyDevelop effective writing, speaking, and
listening skills
Learning Objectives
Objectives describe program goals in concrete terms
They describe observable behaviours that can be measured
Learning Objectives
Students can master APA style writing Students can make an argument
supported by available evidence and reason
Developing Mission Statements, Goals, and Learning Objectives Use guidelines from professional
organizations Look at what other departments have
done Teaching Goals Inventory (Angelo & Cross)
Questions for Developing Learning Objectives What type of knowledge, skills, and values
should the ‘ideal’ graduate of our program have?
What should students know, do, and value?
Seek input from alumni, employers, graduate programs
Steps in Developing a Department Assessment Plan Agree on the mission, goals and
objectives Review courses and determine where
specific learning outcomes are introduced, developed, and mastered
Develop outcome matrix
Steps in Developing a Department Assessment Plan Determine what outcomes to assess You don’t have to assess every outcome
in each student every year Begin with what you think you do best
Steps in Developing a Department Assessment Plan Decide on appropriate measures
Direct vs. indirectEmbedded AssessmentAuthentic AssessmentTriangulation
Direct Measures
Standardized testsDiscipline test College Learning Assessment (CLA)
Locally-developed tests Embedded assignments Portfolios
Sampling
Do not have to assess outcomes in every student
Determine sampling procedureEg survey seniors every other yearAssess writing in a sample of majorsCollect student work at different points in
program (English)
Steps in Developing a Department Assessment Plan Identify appropriate assessment methods Develop a plan for collecting data Prioritize goals, set timelines, identify
milestones
Steps in Developing a Department Assessment Plan Implement assessment plan Use data to improve processes “close the loop” Communicate results
Psychology Department Assessment Plan Senior survey Students in required Advanced Lab course
complete statistics/research methods exam at beginning of semester
Assess writing, research, and quantitative skills in a sample of Advanced Lab final papers
Alumni survey
Considerations
Keep it simple Keep the institutional mission and goals in
mind Focus on one or two goals at a time Borrow ideas and methods from other
departments or other institutions
To add
AUP missionAgree on gen ed goals
Academic Affairs mission & goals More examples from diff departments Handout Working pairs
From Middle States:
“Assessment of student learning demonstrates that the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals…In order to carry out meaningful assessment activities, institutions must articulate statements of expected student learning at the institutional, program, and individual course levels… Course syllabi or guidelines should include expected learning outcomes…Assessment is not an event but a process and should be an integral part of the life of the institution