Outcomes Assessment 101
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Transcript Outcomes Assessment 101
Assessment 101: Back-to-Basics
An Introduction to Assessing Student
Learning Outcomes
Overview
Topics and Goals of Workshop
Definitions of Assessment
Benefits of Assessment
Assessment Myths and Misconceptions
Essential Components of an Assessment Plan
Basic Steps in Implementing Assessment
Guidelines for Good Assessment Practice
Assessment Resources
Definitions of Assessment
A Background Knowledge Probe
How would you define assessment? (origins of
your personal definition?)
What words comes to mind when you hear the
term ‘assessment’?
What benefits could you foresee in undertaking
assessment?
What concerns or misgivings do you have about
assessment?
Definitions of Assessment
A Formal Working Definition (AAHE, ‘95)
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 results to document, explain, and improve
learning and performance
Definitions of Assessment
(key underlying questions)
What do you expect students to know, to be able to
do, and to value as a result of completing your
program?
Do your students know, do, and value these
things--are they learning what you want them to learn
(and how do you determine this)?
If they do NOT know, do, and value these things,
how could your program be changed to improve
their learning?
Definitions of Assessment
A Glossary of Related Terms
Measurement
Assessment
Assessment as Process, as Description
Evaluation
Other Key Terms and Distinctions
Goals, Objectives, Outcomes
Student Learning Outcomes Assessment
Direct vs. Indirect Measures of Learning
Program Assessment, Program Evaluation
The Benefits of Assessment
(To the Key Stakeholders in the Process)
To accreditation commissions & state legislators…
To administrators...
(admissions, career services, curriculum and
educational policy, development, marketing,
retention)
To faculty members…
To graduate training programs and employers...
To parents…
To students…
(prospective, current, exiting, alumni)
The Benefits of Assessment
(What’s in it for Faculty Members?)
Helps us focus our collective attention & examine
our assumptions
Helps us better understand what is taught and
learned at various points in the curriculum
Helps create a shared culture dedicated to
assuring/improving the quality of higher education
Reduces unnecessary duplication of teaching
efforts; unnecessary time in and outside classroom
Better equips us to hold students accountable for
prior educational experiences
Assessment Myths and
Misconceptions
It’s a Passing Fad
It’s Not My Job or Concern
You Can’t Assess What We Do in Academe
I Already Assess, I Call it ‘Grading’
I Don’t Have the Time to Do Assessment
I Don’t Have the Expertise to Do Assessment
Assessment Might Reveal “Bad” News
Essential Components of an
Assessment Plan
Goals, Objectives, Intended Outcomes
Methods,Techniques,Target Groups
Time Line
Provisions for Administration of Plan
Provisions for Use/Sharing of Findings
Evaluation of the Assessment Program
Basic Steps in Assessment
(What to do and when to do it)
State the broad educational purposes and goals of
your program
Specify objectives and intended learning outcomes
Select appropriate methods, establish criteria
Gather assessment data
Interpret findings and report to audiences
Identify and implement strategies for change
Revise assessment objectives, criteria, and
methods, etc., as appropriate
Basic Steps in Assessment:
Preliminary Questions
What “unit(s)” are you assessing?
Major, minor, general education program, specific
area/course
What is the mission of the (program)?
Catalog lists institutional mission and goals
Catalog may reveal program mission and goals
Consult specific national organization
Consult with program colleagues
Who is your audience? How will findings be used?
NCA, Faculty,Parents/Students, Committee
Guidelines for Good Practice
What NCA Evaluators Expect
Links to Mission, Goals, Objectives
Involvement of All Segments of Campus
Multiple Measures; Assessment of Cognitive,
Behavioral, Affective Domains of Learning
Evidence of Use in Improving Programs
Ongoing Assessment & Re-Evaluation of
Assessment Program
Link Assessment to Planning/Budgeting Process
Guidelines for Good Practice
Some Final Words of Wisdom
Choose 3-5 objectives to drive assessment
Choose methods wisely
Pilot test
Assess only what you intend to use
Assess at key decision points
Make appropriate use of existing resources
Keep it simple
Assessment Resources
Books
Palomba, C.A. & Banta, T.W. (1999). Assessment
Essentials, San Francisco: Jossey-Bass
Nichols, J. O. (1995). The departmental guide and record
book for student outcomes assessment and institutional
effectiveness. New York: Agathon Press.
Banta, T.W., et al. (1996). Assessment in Practice. San
Francisco, Jossey-Bass.
Web Sites
http://www2.acs.ncsu.edu/UPA/survey/resource.htm
http://www.siue.com/~deder/assess/
Local Resources
Need Help?
On Which Topic(s)?: Check all that apply
Involving/Motivating Faculty, Staff, and/or Students
Developing Broad Program Purposes and Goals
Developing Objectives and Intended Learning Outcomes
Methods of Assessment and Criteria for Success
General Guidelines For Selecting Measures
Strengths and Weaknesses of Various Methods
Choice & Implementation of a Specific Method
Analysis and Interpretation of Assessment Findings
Means of Reporting and Using Assessment Information
Other (Development of Timelines, Administrative
Provisions)
Optional (Name or Program:
)
Concluding Remarks:
One-Minute paper
What is the most important thing you
learned today about assessment?
What remains most unclear or confusing to
you about assessment at this point?