Transcript Western Carolina University

Preparing for ABET Accreditation:
Meeting Criteria 2, 3 & 4
October 12, 2006
Melissa Canady Wargo, Director
Office of Assessment
ABET Assessment Terminology
•
•
•
•
Program Educational Objectives
Program Student Learning Outcomes
Program Assessment
Program Evaluation
Program Educational Objectives
• Focus is on student after graduation.
• What are your goals for students in the
first few years of their career?
Program Student Learning
Outcomes
• Focus is on what students know or can do
when they complete they program; i.e., at
the time of graduation.
• ABET defines 11 outcomes for you, but
you can add additional outcomes if you
choose.
Program Assessment
• Collection and analysis of data related to
student acquisition of learning outcomes
• Involves development and consistent
administration of multiple measures of
learning, both direct and indirect.
Program Evaluation
• Interpretation and use of assessment
results.
• Meaningful evaluation should translate into
programmatic or curricular change.
What is outcomes-based
assessment?
Interpret
Results
Gather &
Analyze Data
Propose
Improvements
to Program
Program, School,
College, University
Mission, Vision,
Strategic Priorities
Develop
Means of
Assessment
Formulate
Outcomes
Implement
Changes
How do I go about assessing my
program?
• Engage program faculty in assessment
conversations
• Commit to support assessment activities
• Be willing to use assessment information
to make programmatic or curricular
changes
How do I begin?
Develop comprehensive assessment plan:
• Program Purpose
• Program Goals
• Intended Learning Outcomes
• Assessment Methods
Formulating Program Mission
3 Key Questions to Address in Purpose
Statement:
•What is program?
•What does program provide?
•Whom does the program serve?
Sample Purpose Statement
“The MBA Program within the College of Business at
James Madison University emphasizes excellence and
continuous improvement in graduate learning by stressing
knowledge, technical and interpersonal and experiential
skills in the development of managerial decision making.
The MBA Program seeks to serve part-time students who
are full-time working professionals in the Shenandoah
Valley and Piedmont Region of Virginia. The MBA Program
also serves other professionals through contract programs
utilizing on-site and distance learning methodologies.”
(MBA Program, James Madison University)
Formulating Program Goals
• Focus on what the program provides to
achieve the mission and outcomes.
• Keep goals brief and general
• Describe an ideal graduate program in
your discipline at this type of institution
Sample Program Goals
• To develop students as successful professionals
for highly competitive positions in industry,
government, and academic departments. (NC
State Graduate Program in Mechanical &
Aerospace Engineering)
• To foster an intellectual appreciation for the
value of multiple perspectives in the study of
past and present societies. (MA in History,
James Madison University)
Formulating Learning Outcomes
Think SMART*
• Specific
• Measurable
• Attainable
• Results-Oriented
• Time-Bound
* Adapted from UCF Assessment Handbook
Sample Learning Outcomes
• Graduate students will present research to
diverse audiences through publications in
professional journals and conference
papers.
• Graduate students will advance the state
of disciplinary knowledge by creating and
interpreting research results specific to the
field of study.
Group Exercise
Part I
Develop a learning outcome appropriate for
a graduate program:
•Think about skills/knowledge related to
developing students as professionals or
practitioners in the field of study.
•Remember SMART
Formulating Assessment Methods
• What data will allow us to determine
whether the outcome has been met?
• Are those data attainable?
• How often should those data be collected?
• Who is responsible for data collection,
analysis, reporting?
• When will the collection, analysis,
reporting occur?
Direct Measures of Student
Learning
Evaluation of:
• Theses/Dissertations
• Capstone projects or exams
• Culminating experiences (e.g. internships, senior thesis, etc.)
• Juried review of student projects or performances
• Student work samples (e.g., case study responses, research
papers, essay responses, etc.)
• Collection of student work samples (portfolios)
• Exit exams (standardized/proprietary exams or locally developed
exams)
• Pre- and post-tests
• Performance on licensure or certification exams
Indirect Measures of Student
Learning
• Surveys (student, alumni, etc.)
• Exit interviews
• Employment or Graduate School
placement rates
• Retention/graduation data
• Demographics of student population
• Focus groups
Group Exercise
Part 2
Develop two assessment methods appropriate to
the outcome, at least one must be a direct
measure:
•Consider:
–
–
–
–
–
What data are needed?
Where will data be collected?
Are there mechanisms in place already?
How often are data collected?
How will data be disseminated and discussed?
How can this process be managed
more effectively?
• Capitalize on activities you already have in
place
• Locate and use resources from around the
University
• Use your time and resources efficiently
Questions/Comments
?