Transcript Program Level Assessment for Continuing Studies Programs

Program Level Assessment for
Continuing Studies Programs
Why do assessment anyway?
For Program Accreditation
For Regional Accreditation,
Middle States Region
Compliance
We want to
know that
students are
learning!
Surgical Technology
Kimberly Awuku
Director, Surgical Technology
School of Continuing Studies
Data
Assessment
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Analyze the Data to uncover student learning needs
Where does that learning occur?
Make changes in pedagogy and instruction in course(s)
Assess the changes
Surg 155: Anatomy and
Physiology
Surg 184: Surgical
Technology I
Surg 210:Microbiology
Parts of an Outcomes
Assessment Plan
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Mission
Program Goals
Objectives
Measures
Data Analysis
Proposed Changes
A mission statement is a brief description of a the school/
program’s fundamental purpose. It answers the question, "Why
do we exist?"
Paralegal Studies Mission Statement
It is the mission of the Paralegal Studies Program at Atlantic Cape
Community College to prepare students for entry-level positions in both
the public and private sectors of the legal community. Students are
taught both legal theory and practical legal skills in a supportive and
challenging environment. The program is committed to enhance and
encourage the critical thinking skills. Courses in our program also
develop critical thinking, communication, computer and organization
skills. Students are encouraged to pursue academic excellence,
professional growth and high ethical standards.
1. What are the opportunities or
needs that we exist to address?
(What is the purpose of the
program/college)
2.What are we doing to address
those needs?
3.What principles or beliefs guide
the work? (Institutional Values)
Goals focus on the general aims of the program and curriculum
Program Goals
1: Students will be able to employ legal terminology competently and
generally define the major legal systems and the functions of the law in
American society.
2. Students will be able to understand the ethical rules and concerns in the
legal profession.
Objectives focus on what you expect students to do/know
at the end of instruction
Goal 1: Students will be able to employ legal terminology competently and
generally define the major legal systems and the functions of the law in American
society.
Objectives
1.1 Students will be able to utilize legal terminology competently;
1.2 Students will be able to describe the American legal system including sources
of American law, the judicial system, civil and criminal procedure, and substantive
areas of law such as contracts, torts, constitutional law, employment, and other
areas; and
1.3 Students will be able to identify the functions of law in American society, how
they relate to corresponding legal research material, and the legislative process,
judicial structure and system.
Goal 2: Students will be able to understand the ethical rules and
concerns in the legal profession.
Objectives
2.1 Students will be able to interpret the attorneys' Code of Ethics,
adopted by the State of New York
To determine how well students in your program have accomplished the
program’s learning outcomes you will need to measure their learning. There are
a variety of techniques that can be used to capture student learning that occurs
as a result of your program curriculum. To assist you in selecting a measure this
brief overview includes a description of the major categories of measures, a few
things to keep in mind when you are selecting an assessment measure and the
properties of good measurement techniques.
Direct vs Indirect Measures Direct measures include student products or
performances that demonstrate that specific learning has taken place.
Indirect measures, on the other hand, may imply that learning has taken
place (e.g., student perceptions of learning) but do not specifically
demonstrate that learning or skill.
Surveys are frequently used as indirect measures of student learning or
student understanding of career options or student perceptions of
preparation for the workplace, etc. Middle States recommends using both
types of measures. Direct measures are preferred but can be combined
with indirect measures.
Direct Measures include (but are not limited to)
a. comprehensive exams -- even MC exams can be
useful here when individual items are written to
measure multiple outcomes (e.g., knowledge,
application, analysis, synthesis, etc.)
b. research papers, projects, presentations,
performances -- use of rubrics/rating scales across
multiple raters is important here; overall
assignment/paper/project/presentation grades are
not specific enough
c. portfolios
d. field experience supervisor evaluations
e. e. standardized tests (such as licensure exams)