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Attempt %, Win /Losses,
and Game Analyses:
Assessment as Game Statistics
NACA Central Regional Conference
October 29, 2010
• Team affiliation: Name & institution
• What is your experience with
• Why this session?
Session Overview
• Learning Objectives
• The Basics: What Is Assessment?
• Why Assess? (Really)
• How to Assess
• Obstacles to Assessment
• Checklist
Learning Objectives
After attending this session, participants will
be able to:
Describe the importance of assessment
Describe at least four data collection
Identify assessment resources
Articulate a clear series of follow up steps
Identify a specific assessment plan for at
least one service or program
Game Statistics: What Are They Anyway?
What do you think of when you think of assessment?
"There are three kinds of lies: lies, damned lies, and statistics." ~Mark
Twain, autobiography, 1904
98% of all statistics are made up. ~Author Unknown
Say you were standing with one foot in the oven and one foot in an ice
bucket. According to the percentage people, you should be perfectly
comfortable. ~Bobby Bragan, 1963
He uses statistics as a drunken man uses lampposts - for support rather
than for illumination. ~Andrew Lang
Scouting Report
How & what do we measure?
•Learning Outcomes (Objectives)
•Satisfaction Surveys
•Program or Service Evaluation
•Feedback, Word on the Street, Anecdotal
•Focus Groups
Scouting Report
•Standards Review, Operating Procedures
Review, External / Internal Review
•Needs Assessment
•Mission, Vision, Goal Analysis
•Data: Number in attendance, Cost per Attendee
•Benchmarks, National Trends, Best Practices
•Reflection or Opinion
•Random Sampling at an Event
Coaching Decisions
Why assessment?
What is assessment on your campus?
What is your campus political
What is your role?
What are your expectations?
And, The Kick-Off
What information do you already have?
What resources do you have?
How do you create a shared view?
Who is on board?
What are your expectations?
Just do it.
Marching Toward the Goal Line
1. Reinforce your purpose or mission
2. Improve programs and services
3. Compare / measure growth / improvement
4. Inform planning
5. Inform decision making
6. Inform your campus—policies, decisions
7. Evaluate programs
8. Assist in the acquisition of funding & allocations
9. Measure self against best practices
10. Celebrate big & small wins!
11. Reflect on services & programs
12. Create a culture of improvement & growth
Breaking Through the Line
What are the barriers to creating assessment on your campus?
Key Equipment
Assessment must be:
•Truth-seeking, objective, and ethical
Home Field Advantage
Pick a program or service
Why do you do or provide it?
Is it effective? Do you achieve your purpose? How do you know?
How can you measure it?
Assessment in Four Downs
1.Know your objectives
2.Determine how to measure your objective
3.Measure it
4.Review and USE results (Just do it!)
Writing Effective Objectives
The knowledge, skills, or
attitudes resulting
from your program or
• At the conclusion of
this program, you will
be able to….
As a result of using our
service, students will
be able to….
• List, Identify
• State, Describe
• Define, Solve
• Compare, Contrast
• Apply, Integrate
• Know, Comprehend
SMART Objectives
Timely / Targeted
Bringing in the Secret Weapons
•Online tools (Survey Monkey,
StudentVoice, Google
•Workshops / training sessions
•Hire it out--consultants
•Clear expectations
•Acknowledge worthy opponents
•Tie it to current practices
More Secret Weapons
•Buzz-worthy topics
•Start small
•Reiterate the benefits
•Share examples—hold each other
•Tell your story
•Use students’ expertise
Using the Data
•Is the program worth the resources?
•Should the service continue?
•How can the program be improved?
•What is our story & “bragging points?”
•How can the results be used to recognize staff
& students?
Creating the Game Plan
Implementation timeline?
Who is your campus expert?
What resources already exist on your campus?
Select one program or service to assess in a new
Who will collect the data?
Who will coordinate the overall process?
Who will document the information?
How will the information be used?
Share the results
Shana Warkentine Meyer
Fort Hays State University
[email protected]