Transcript Title of Presentation - College of Southern Nevada

What is Assessment?
Assessment is an ongoing process aimed at
understanding and improving student learning. It
involves making our expectations explicit and
public; setting appropriate criteria and high
standards for learning quality; systematically
gathering, analyzing, and interpreting evidence to
determine how well performance matches those
expectations and standards; and using the resulting
information to document, explain, and improve
performance. T.A. Angelo, AAHE Bulletin, November 1997
Assessment Versus Evaluation
Assessment
• Used with respect only to student learning and
includes the entire assessment loop: Program
Assessment of Learning Plan – Multi-year; Program
Outcomes/Direct Measures of Learning; Course
Objectives/Performance Assessments; Assessment
of Learning Results/Annual Report; and
Enhancement of Learning Plan (Based on Data).
Evaluation
• Continuous improvement of processes, programs,
and services including other aspects of the
institution (i.e. students services, admissions,
instructional technology, physical plant, etc.) that
supports student success and learning. Evaluation
strives to meet standards (i.e. program/
professional accreditation, NWCCU regional
accreditation, NSHE) that are usually externally
driven about the quality of what is being evaluated.
Philosophy on Assessment of Student Learning
What Does this Mean to You?
Assessment of Student Learning Reports are Due Annually – Date
Determined by Program in Consultation with Dept Chair/Dean.
Assessment of Student Learning Plans are Multi-Year,
Reviewed/Modified Annually Using Data/Recommendations, and
Updated in Consultation with Dept Chair/Dean. The Date of the
Annual Plan Review/Update is Noted in the Annual Report.
In the Last Year of the Plan, Continuous Improvement
Conversation(s) Occur with Office of Assessment to Review
Current Plan and Prepare for New Multi-Year Plan. New Multi-Year
Plan to Office of Assessment Prior to Expiration of Existing Plan.
Each Program Always has a Plan in the Office of Assessment and
Accreditation.
The Office of Assessment and Accreditation Works Collaboratively
with Faculty/Programs to Accomplish a Successful/Systematic
Assessment of Learning Strategy.
3 Year Strategy
Year 1
Program
Outcomes
Year 2
Course
Competencies
Year 3
General
Education
ASSESSMENT
OF STUDENT
LEARNING
PLANS
PERFORM
PLAN
IMPROVE
(Basic – No Frills)
P
Program Outcomes
Direct Measure(s) of Learning; Indirect Measure(s) of Learning
Professional/Program Accreditation
Multi-Year Plan: # Years in Cycle/Annual Timeline
P
Direct Measure of Learning Tool(s)/Assessment method(s) Established
Students Demonstrate Learning/Assessment of Student Learning
Data Collected and Compiled/Shared with Faculty
Annual Conversation on Assessment of Learning Established
I
Faculty/Program Assessment Committee Review Data
Assessment of Learning Conversation/Recommendations Created
Assessment of Student Learning Plan Updated (Date Noted in Report)
Assessment of Student Learning Report to Office of Assessment
Direct Measure(s) of Learning
The identification and measurement of
observable student behaviors and skills that
demonstrate the intended program
outcome/course competencies has occurred.
The students don’t say what they know, they
show what they know! (Program Outcomes
prior to Graduation; Course Competencies
Prior to Course Completion.)
Indirect Measure(s) of Learning
Data about student success that, when used in conjunction
with direct measures of learning, provide relative
information on:
What students, faculty, or employer believe students
have learned as a result of completing a program (student
self-reporting, reflection versus demonstration, exit
surveys, student interviews, alumni surveys, faculty
questionnaires, and employer satisfaction surveys);
How satisfied (perception and feelings) students are with
their experience (satisfaction surveys); and/or
What students have achieved (graduation rates, GPA, job
placement).
Annual Reports
Align with Professional/ Program Accreditation When Possible.
Report Data/Results on Original Assessment of Learning
Instrument When Possible. Otherwise, include Instrument.
Annual Report Format Must be Useful to You and Your Program;
Designed by Faculty for Use by Faculty.
In Addition to Data/Results, Report includes Recommendations
from Improve Step and the Date(s) of the Review/Update of Plan in
Consultation with Dean.
Closing Thoughts
Prioritize and Be Realistic. Keep it Simple and
Sustainable (KISS).
Begin with What You are Doing. Do You Need to
Reinvent the Wheel? Use Best Practices.
Assessment is Ongoing; Not Once in a Blue Moon!
Collaborate with Colleagues and Share Ideas.
Design Curriculum with Assessment of Student
Learning in Mind.
Create a Culture of Evidence of Learning. It is Not Just
the Statistics! Be Creative! Have Fun on the Journey!
Contact the Office of Assessment and Accreditation
Glenna Ewing – [email protected] -702.651.4485
M. Therese Gaudreau – [email protected] – 702.651.4985