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![Page 1: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/1.jpg)
Youngstown State UniversitySeptember 2011
Susan HatfieldWinona State University
Winona, MN [email protected]
Assessing your Assessment Plan
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YSU Added note: the first four slides are introduction
slides
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![Page 5: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/5.jpg)
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What is the focus of your
assessment efforts?
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Accreditation
Reporting
Number & Amount Quality & Utility
Interpreting
Learning
Internal Questions
External Questions
Collecting it Using it
Compliance Commitment
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Promoting a Culture of Learning
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Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
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Workshops, Speakers and Consultants on student
learning
Ongoingdialogue on
studentlearning,
development andmeasurement of
learning outcomes
Student learninghas become central to the institution and student
learning,performance, andachievement are
celebrated
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
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Activities
Events
SystemsProcesses
Traditions
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
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Occasional Usual
External InternalAccreditation Improvement
Surface EmbeddedIndividual Structural
Isolated Pervasive
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
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Occasional Usual
External InternalAccreditation Improvement
Surface EmbeddedIndividual Structural
Isolated PervasiveLEADERSHIP
KNOWLEDGE
RESOURCES
COMMUNICATION
COMMITMENT
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
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What are you measuring?
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The relationship between values and measures
Measures
Values
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Do you have measurable,
meaningful program level student learning
outcomes?
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Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
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What the student / faculty / staff will
√ Know√ Do
Assessing Assessing Learning
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What the course / program /department / areawill do or achieve• Participation• Support• Improvement• Placement • Retention• Development• Satisfaction.
Assessing Program Effectiveness
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Assessing Program Effectiveness
• Satisfaction surveys• Exit interviews & focus groups• Observations• Follow-up studies• Retention and transfer studies• Length of time to degree• Efficiency, accuracy of services performed• Number of students served, repeat visits• Self report of impact on those served• Graduation and transfer rates• Placement rates.
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Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?
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Exertion without Intention
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Exhaustion
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Intention without Exertion
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Intention and Exertion
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Outcomes can overlap
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OutcomeOutcome
OutcomeOutcome
Common Core
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OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program A
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OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program B
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OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program
C
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OutcomeOutcome
OutcomeOutcome
OutcomeOutcome OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program D
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Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?
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Mission
General Education
AcademicPrograms
Vision
Student Affairs
ExternalAgencies
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Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?
![Page 35: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/35.jpg)
• Format for learning outcomes:
Students / Faculty / Staff will be able to
<<action verb>> <<something>>
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Students / Faculty / Staff will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.
![Page 37: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/37.jpg)
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?
![Page 38: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/38.jpg)
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
![Page 39: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/39.jpg)
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparateSu rize
Test
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Lower level courseoutcomes
![Page 40: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/40.jpg)
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
AdvancedCourse / Program
outcomes
![Page 41: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/41.jpg)
Student Learning Outcomes
• Students will have a basic knowledge of human anatomy.
![Page 42: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/42.jpg)
Student Learning Outcomes
• Interpret a financial statement
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Student Learning Outcomes
• Question inconsistent results
![Page 44: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/44.jpg)
Student Learning Outcomes
• Demonstrate the ability to solve problems, to work independently and to work as members of a team.
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Student Learning Outcomes
• Be recognized for excellent preparation and will be vigorously recruited by employers.
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Student Learning Outcomes
• Students will be able to identify, define, and evaluate……
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Student Learning Outcomes
• Students will be able to identify, define, and evaluate……
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Student Learning Outcomes
• Students will be able to select, describe, and interpret…..
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Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?• F: Do faculty agree on the definition of
the outcome? (components)
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Components
•What are you looking for in student work to be able to tell if they “get it”
•Grading criteria
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Goal
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Goal
OutcomeOutcomeOutcomeOutcomeOutcome
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Communication
Relate Speak ListenParticipateWrite
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Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
![Page 55: Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN SHatfield@winona.edu Assessing your Assessment Plan.](https://reader037.fdocuments.in/reader037/viewer/2022110100/56649de35503460f94ada496/html5/thumbnails/55.jpg)
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
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Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
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Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
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Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
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The Reality of Assessing Learning Outcomes:
Why you need common components.
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Speaking
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volume
poise
conclusion
Speaking
teacher1
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volume
poise
conclusion
Speaking
teacher2teacher1
gestures
rate
evidence
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volume
poise
conclusion
Speaking
teacher2teacher1teacher3
gestures
rate
evidence
sources
examples
organization
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volume
poise
conclusion
Speaking
teacher4teacher2teacher1teacher3
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
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volume
poise
conclusion
Speaking
teacher5
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
teacher4teacher2teacher1teacher3
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volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
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volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
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volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
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Are your outcomes differentiated by
degree?
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Calculate X
CalculateX
CalculateX
CalculateX
ApplyC
ApplyC
ApplyC
ApplyC
DescribeY
DescribeY
DescribeY
Describey
EvaluateW
EvaluateW
EvaluateW
EvaluateW
DiagnoseZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Certificate
Associates
Bachelors Masters
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Define X
NameC
IdentifyY
ReciteW
ListZ
DescribeX
TranslateC
CompareY
ReportW
ExplainZ
ApplyX
ProduceC
CalculateY
EvaluateW
ManageZ
EvaluateX
ValidateC
Synthesize y
CreateW
DiagnoseZ
Certificate
Associates
Bachelors Masters
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Calculate X
CalculateX
CalculateX
CalculateX
ApplyC
ApplyC
ApplyC
ApplyC
DescribeY
DescribeY
DescribeY
Describey
EvaluateW
EvaluateW
EvaluateS
EvaluateW
DiagnoseZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Major 1 Major 2 Major 3 Major 4
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Calculate X
CalculateX
CalculateX
CalculateXDescrib
eY
DescribeY
DescribeY
DescribeyDiagnos
eZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Major 1 Major 2 Major 3 Major 4
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Are your outcomes supported by the
curriculum?
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7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
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1xx
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone
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1xx
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx
4xx Capstone
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1xx
X
X
X
X
X
X
X
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx
X
X
X
X
X
X
X
2xx
X
X
X
X
X
X
X
2xx
X
X
X
X
X
X
X
2xx
X
X
X
X
X
X
X
3xx
X
X
X
X
X
X
X
3xx
X
X
X
X
X
X
X
3xx
X
X
X
X
X
X
X
4xx
X
X
X
X
X
X
X
Capstone
X
X
X
X
X
X
X
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1xx
X
X
X
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx
X
X
X
2xx
X
X
2xx
X
2xx
X
X
3xx
X
X
X
3xx 3xx
X
X
X
4xx
X
X
X
X
Capstone
X
X
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
option cluster
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Build a curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Diagnose Learning Analyze Curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Diagnose Learning
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Do students know the program has
outcomes?
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Program Level Outcomes
In the catalogOn the websiteIn department related publicationsOn the syllabi
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Do you have a plan for assessing
the outcomes?
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Assessment Plan
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
A
K
3xx
A
K
K
A
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
A
K
3xx
A
K
K
A
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
A
K
3xx
A
K
K
A
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
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1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
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How will know if your students have learned?
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Student LearningOutcome
3
2
1
4
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Student LearningOutcome
3
2
1
4
Test Questions
1 2 3 4
5 6 7 8
101112
1713141516
9
18
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Student LearningOutcome
3
2
1
4
Assignment
1
2
3
4
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Student LearningOutcome
3
2
1
4
1
2
Assignment
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Student LearningOutcome
3
2
1
4
Experience
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Matching Outcomes to Objects
• Logical decision• ? Individual vs. group assignment• ? Amount of feedback provided in
preparation of the assignment• ? Timing / program / semester
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Student LearningOutcome
3
2
1
4
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Student LearningOutcome
3
2
1
4
Test Questions
1 2 3 4 5 6 7 8 9 10
11 12 1314 15 16 17 18 19 20
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Student LearningOutcome
3
2
1
4
Assignment
1
2
3
4
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Student LearningOutcome
3
2
1
4
Experience
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Are you studying patterns of evidence?
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Interpreting Data
• Consistency - over time
• Consensus - different populations
• Distinctiveness - different situations/ variables / items
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Interpreting Data
• Consistency - over time
• Consensus - different populations
• Distinctiveness - different situations/ variables / items
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Consistency
• Examines the same practice of and individual or group over time
• Key question: • Has this person or group
acted, felt, or performed this way in the past / over time?
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Consistency
How well are students performing on thelearning outcome?
Highperformance
Lowperformance
04 05 06 07 08 09 10 11
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Consistency
How many students utilize our services?
Highperformance
Lowperformance
04 05 06 07 08 09 10 11
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Consistency
Highperformance
Lowperformance
05 06 07 08 09 10 1104
How many students utilize our services?
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Consensus
• Comparison to or among groups of students • Variation between disciplines, gender,
other demographic variables • Key questions: • What is the general feeling, outcome,
attitude, behavior? • Do other groups of people act, perform
or feel this way?
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Consensus
How well are students performing on thelearning outcome?
Females Males Transfers OTA
Highperformance
Low performance
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Consensus
How effectively are we meeting theneeds of our students ?
First Gen Int’lNon residentialDistance
Highperformance
Low performance
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Distinctiveness
• Examines individual or cohort perspectives across different situations, categories
• Key Question: • Does a person or group respond differently
based upon the situation, item, issue?
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Distinctiveness
How well are our students achieving ourLearning Outcomes?
HighPerformance
Low Performance
SLO3 SLO4SLO2 SLO5SLO1 SLO6
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Distinctiveness
How satisfied are our student with theservices we provide?
HighPerformance
Low Performance
S3 S4S2 S5S1 S6
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Are we measuring achievement of the outcomes?
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Lowperformance
Highperformance
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Have our students achieved our learning outcomes?
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SLO3 SLO4SLO2 SLO5SLO1 SLO6
Lowperformance
Highperformance
Have our students achieved our learning outcomes?
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Have our students achieved our learning outcomes?
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Lowperformance
Highperformance
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What are you doing to close the
loop?
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Closing the Loop
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Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
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Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
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Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
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Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
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The Seven Principles for Good Practice in Undergraduate Education
• 1. Student-Faculty Contact• 2. Cooperative Learning• 3. Active Learning• 4. (Prompt) Feedback • 5. Time on Task• 6. High Expectations• 7. Respect for Diverse Talents and
Ways of Learning
Zelda Gamson and Arthur Chickering Wingspread Journal 1987
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IncreaseReduceImprove
DetermineMaintain
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IncreaseReduceImprove
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the
NumberAmount
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IncreaseReduceImprove
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IncreaseReduceImprove
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IncreaseReduceImprove
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IncreaseReduceImprove
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NumberAmount
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IncreaseReduceImprove
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IncreaseReduceImprove
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Paper, Glass and
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IncreaseReduce
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IncreaseReduce
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IncreaseReduce
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Educating…..Assisting …..
Explaining …..Assisting …..
Developing …..Consulting …..Delivering …..Facilitating …..
Creating …..Nurturing …..
Negotiating …..Sponsoring …..
Training …..Translating …..Validating …..Updating …..Enforcing …..Testing …..
Assessing …..Reporting …..
Issuing …..Communicating …..
Integrating …..Responding …..Arranging …..
Coordinating …..Providing …..
Organizing …..Producing …..Training …..
Maintaining …..Supporting …..Directing …..Designing …..Collecting …..
Developing …..Responding …..Reviewing …..Studying …..
Distributing …..Executing …..Recruiting …..Generating …..
Implementing …..Investigating …..
Designing ….. Collaborating …..
Revising …..Scheduling …..
Sharing …..
IncreaseReduceImprove
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IncreaseReduce
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Youngstown State UniversitySeptember 2011
Susan HatfieldWinona State University
Winona, MN [email protected]
Assessing your Assessment Plan