BUILDING A CULTURE OF ASSESSMENT AT ALBANY STATE UNIVERSITY

Ian Sakura-Lemessy Ruth Salter Amitabh Singh

Workshop Goals

    Explain and describe new assessment process and timeline Illustrate key elements of new five column reporting format Describe and explain new web-based submission process Detail key aspects of new assessment plan due September, 2008

What is Assessment?

Academic Assessment is the systematic and ongoing method of gathering, analyzing and using information from measured outcomes to improve student learning.

Academic assessment involves three tasks: • Identify student learning outcomes • Measure whether the department is achieving the student learning outcomes, and • Provide steps for improvement based on the results of data

What is Evaluation?

Evaluation uses assessment information to support decisions on maintaining, changing, or discarding instructional or programmatic practices. These strategies can impact: • The nature and extent of learning or the provision of academic support services • • Curricular decision making Correspondence between learning and the aims and objectives of teaching and service provision • The relationship between learning and the environments in which learning takes place

Changes in ASU’s Assessment Reporting (2008-2010)

    Converted from a one-year reporting cycle to a two-year cycle Implementation of a new web-based submission format for all assessment reports New five-column reporting format Assessment activities coordinated by Dr. Ruth Salter and Mr. Amitabh Singh

New timeline

     Summer, 2008 : Assessment workshops September, 2008: Submit plans September ‘08 - April ’09: Implement plans and provide mid-term results August ’09 - April ‘10: Continue implementation April 2010: Submit findings and changes to be implemented based on the findings

Assessment Timeline September 2008

   Assessment plan must be submitted via ASU’s new electronic submission process in the five-column format that is available on ASU’s assessment website.

Be sure to use the form that applies to your academic or administrative unit.

You can also view a demo at the accreditation website that explains the online submission process in greater detail.

URL: http://asu-sacs.asurams.edu/assessment.aspx

Elements of the Assessment Plan

Department or Program Goals:

• Each academic unit must submit an assessment plan with one major unit goal.

• Each Administrative or educational support unit must submit two goals.

Outcomes:

• For each goal, all units must submit three objectives (student learning or administrative outcomes) for each goal.

Means of Assessment:

• Each academic unit must submit three means of assessment for each student learning outcomes.

• Each administrative unit must submit at least one means of assessment for each objective.

Spring 2009

Each unit must submit an annual progress report indicating action steps toward closing the loop on the 2008-2010 assessment cycle.

Spring 2009

Describe and discuss the evaluation method (means of assessment) for each outcome. • Target Audience • • • Data Collection Tools Used Data Analysis

Spring 2009

Implementation of Assessment

Describe who will be doing what and when they will be doing it. • data collection • • • • analysis of data writing the results reporting them making decision on results and in what time frame?

Spring 2009

This is also an opportunity to list your resource or research limitations, if there are any

• Who is responsible for what? • Time Line: this time-line should demonstrate action steps taken in meeting critical tasks related to completing assessment report • • Allocation of Resources Data, technical support, surveys and other needs

Spring 2010

Full report documenting results of 2008-2010 two-year assessment plan submitted via the web-based submission process. The final report should include goals, objectives, expected outcomes and documentation of use of results (closing the loop). • • • • • What did the results of your assessment show? What did you learn about the outcomes assessed? What was your assessment plan not able to tell you? Based on your results, what decisions were made about program, planning, policy and your assessment plan? What was changed? What was kept? And how have they affected: Planning, Budgeting and Policy

WHO NEEDS TO COMPLY

 All degree granting programs  All administrative and academic support units

Elements of the Nichols five column Reporting Format

 See Handout

Assessment Plan Due September 2008

  See Handout Only three columns of the five-column format should be filled • Goal • • Objectives Means of assessment

How to develop goal statements

  Must be linked to your unit’s mission and the overall mission of Albany State University Must be general and broad

Goal or Objective?

   Both are used to describe intended results of education activities Both provide direction for assessment What’s the difference: level of precision

Goals

   Express results in general terms Describe broad learning concepts like clear communication, problem solving, ethical awareness Often come from the University’s mission statement

ASU’s mission

The primary mission of Albany State University is to educate students to become outstanding contributors to society. Offering Bachelor's, Master's and Education Specialist degrees and a variety of non-degree educational programs, the University emphasizes the liberal arts as the foundation for all learning by exposing students to the humanities, fine arts, social sciences and the sciences. Global learning is fostered through a broad-based curriculum, diverse University activities and the expanding use of technology.

Sample goals from ASU’s mission

The primary mission of Albany State University is to educate students to become outstanding contributors to society emphasizes the sciences. Global learning activities and the . Offering Bachelor's, Master's and Education Specialist degrees and a variety of non-degree educational programs, the University liberal arts as the foundation for all learning by exposing students to the humanities, fine arts, social sciences and the is fostered through a broad-based curriculum, diverse University expanding use of technology .

Sample Goals from the Mission

Upon completion of the baccalaureate degree ASU graduates will:  Contribute to society    Apply a strong foundation in the liberal arts to work and life activities Think globally Use technology effectively

Objectives/Outcomes

   Express results in specific terms Describe specific behaviors students should exhibit Always come from the faculty who teach and assess the program or staff who implement and assess the service

Elements of Expected Outcomes (Objectives)

  Describe and outline expected outcomes in clear and concise language Expected outcomes may include the following: • Intended Program Outcomes • • • • • Intended Process Outcomes Intended Student Learning Outcomes Intended Student Development Outcomes Intended Faculty Development Outcomes Intended Staff Development Outcomes

Blooms Taxonomy

      Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge Verbs

        Cite Define Describe Identify Indicate Know Label List         Match Memorize Name Outline Recall Recognize Record Select

Comprehension Verbs

          Arrange Classify Convert Describe Defend Diagram Discuss Distinguish Estimate Explain           Extend Generalize Infer Locate Outline Paraphrase Predict Restate Summarize Translate

Application Verbs

         Apply Change Compute Construct Demonstrate Discover Dramatize Employ Illustrate          Modify Organize Operate Practice Prepare Solve Use Schedule Manipulate

Analysis Verbs

          Analyze Appraise Break down Calculate Categorize Debate Determine Diagram Test Relate           Differentiate Distinguish Examine Experiment Identify Infer Outline Question Select Solve

Synthesis Verbs

        Arrange Assemble Collect Combine Compile Compose Construct Create         Design Devise Explain Formulate Generate Perform Re-construct Revise

Evaluation Verbs

         Appraise Assess Choose Compare Conclude Contrast Evaluate Grade Rate          Criticize Decide Relate Revise Score Select Summarize Support Value

Sample Outcomes/Objectives from the Goals

Upon completion of ASU 1200  100% of the students will document completion of 120 hours of community service    100% will communicate clearly in a 2 page written paper 90% of the students will have a passport 100% will use RamMail for course activities

Means of Assessment Academic units

Academic units must submit three means of assessment for each student learning outcome (objectives)

   One means of assessment must be a “direct” measure of evaluation • Require students to display their knowledge and skills as they respond to the instrument itself. • Examples: Objective tests, essays, presentations, and classroom assignments One means of assessment may be “indirect” • Students reflect on their learning rather than to demonstrate it • Examples: Surveys, interviews and focus groups The final means of assessment can either be a direct or indirect measure

Means of Assessment Support units

Non-Academic units (support units) must submit at least one means of assessment for each learning outcome

RESOURCES

   Assessment Workshops Survey design and analysis assistance, data resources, and other support from IR&E Resources available on the web

Your turn…

   Questions?

Comments?

Suggestions?

Demonstration

Amitabh Singh will demonstrate the submission process

Contacts

Assessment Support: Ruth Salter, ACAD 383G ext. 3986 Technical Support: Amitabh Singh, President’s Building ext. 7845