Transcript The Top Ten Things You Need to Know (and Do!) for

How to Develop an Assessment Plan
for an Academic Program
Ann Boudinot-Amin
Director of Assessment
Institutional Research
October 23, 2011
What is Assessment?
PLAN: Develop
clear learning
outcomes
DO: Offer courses,
programs, or learning
experiences
ACT: Use results
CHECK: Assess
achievement
Why Do We Do It?
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Outstanding communications and management
tool
Required by MSCHE
Required by discipline-specific accrediting
bodies like AACSB, ABET, ACEJMC, CSAB, and
others
Provides evidence that AUC is actively
monitoring its progress towards its goals and
achieving its mission.
What does AUC Require?
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Develop and implement effective and
ongoing outcomes assessment.
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At the program level
At the course level
Assessment plan
Report on results of assessment on an annual
basis (Nov. 1).
Use results to inform planning, budgeting,
etc.
Effective Programs:
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Specify:
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Learning outcomes for the core courses
Learning outcomes for the sequence core
Learning outcomes for specialities within
sequences
Build curriculum on essential competencies
(program outcomes), not other way round.
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Course learning outcomes should be based on
these.
Effective Assessment Should:
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Define learning outcomes
Result in a written assessment plan using
multiple direct and indirect measures
Maintain contact with alumni to assess their
experiences and to gain feedback
Include members of professions in assessment
processes
Collect and report data from assessment and
use the data to improve curriculum and
instruction.
Be feasible, implementable, simple, meaningful,
and cost-effective.
How Do We Do It?
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Develop a program assessment plan:
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Mission statement 
Key learning outcomes 
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KEY knowledge, skills, values, and attitudes that
students gain from a learning experience.
Clear and measurable
Focus on ends, not the means
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“Upon graduation, students will (action verb) (knowledge,
skills, values)
Tied to university outcomes
Learning Outcomes
How We Develop
Learning Outcomes
Lesson
How Students Achieve
Learning Outcomes
Course
Program
Institutional
Adapted from Huba and Freed (2000), p. 108.
University Learning Outcomes
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Professional Skills
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AUC graduates will synthesize discipline-based knowledge with a
broad-based liberal arts education. They will be proficient in the
tools of their discipline as well as the tools of research and learning;
make decisions that reflect the highest standards of ethical conduct
and professional behavior; and understand the importance of lifelong learning.
Advanced Communication Skills
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AUC graduates will be fluent in English and will be able to write and
speak effectively in a variety of settings. AUC graduates will be able
to communicate in Arabic, establish rapport in groups, be adaptable
to new circumstances, work both independently and in collaboration
with others, and function effectively as leaders.
University Learning Outcomes
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Critical Thinking
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AUC graduates will be independent learners, adept at using current
technologies to access information and applying strong quantitative,
analytical, and critical thinking skills to analyze and synthesize
complex information to solve problems.
Cultural Competence
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AUC graduates will have an understanding and appreciation of
Egyptian and Arab culture and heritage, as well as an understanding
of international interdependence, cultural diversity, and
consideration for values and traditions that may differ from their
own. In addition, AUC graduates will have an aesthetic awareness of
the various modes of human artistic expression and will be able to
collaborate effectively in a multicultural context.
University Learning Outcomes
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Effective Citizenship
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AUC graduates value service to their local
community and to broader causes at the
national and international level.
Relation of Program Outcomes to University Outcomes
1
understand the principles and laws of freedom of speech and press, including the right to
dissent, to monitor and criticize power, and to assemble and petition for redress of
grievances;
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demonstrate an understanding of the history and role of professionals and institutions in
shaping communications;
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understand concepts and apply theories in the use and presentation of images and
information;
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demonstrate a knowledge of professional ethics and apply these principles in pursuit of truth,
accuracy, fairness and diversity;
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think critically, creatively and independently;
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critically evaluate their own work and that of others for accuracy, fairness, clarity, appropriate
style and grammatical correctness;
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apply basic numerical and statistical concepts;
apply tools and technologies appropriate for the communications professions in which they
work.
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write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve;
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demonstrate an understanding of the diversity of groups in a global society in relation to
communications;
conduct research and evaluate information by methods appropriate to the communications
professions in which they work;
4
Developing an Assessment Plan
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Direct Measures
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Pre- and post-testing
Projects in capstone courses evaluated using
rubrics
Portfolios and e-portfolios
Projects, essays, videos or presentations
evaluated using rubrics
Embedded exam questions related to
outcomes
Developing an Assessment Plan
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Indirect Measures
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Grade distribution stats
Student retention and graduation
Probation and dismissal
Internships and placement
Student performance in contests
Student surveys, exit interviews, alumni surveys
Advisory Board interviews
Employer evaluations
Example of Senior Survey
Developing an Assessment Plan
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For each learning outcome:
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Learning Opportunities
Assessment Methods
Targets/Benchmarks
Timeline
How Will Results Be Used?
Assessment Plan
MARCH 1
Program:
Date:
Assessment Coordinator:
Ext.
Email:
Program Mission Statement:
Program
Outcomes
Is this a
student
learning
outcome
? (2-8
max)
Learning
Opportunities: What
courses or
experiences provide
students with the
(primary) opportunity
to achieve this
outcome?
Assessment
Methods/Measures:
List the direct and
indirect methods you
will use to measure how
well students are
achieving this outcome.
Target Levels/
Benchmarks
When Will
Assessment Be
Conducted and
Reviewed?
How Will Results
Be Used and
Communicated?
Program:
B.A., Sociology
Assessment
Coordinator:
Susan Smith
Program Mission
Statement:
The mission of the undergraduate program in Sociology is to…..
Program Outcomes
SLO
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Learning
Opp.
Date:
Ext
Assessment
Methods/Measures
Target Levels/ Benchmarks
When Will
Assessment Be
Conducted and
Reviewed?
Email:
How Will Results Be
Used and
Communicated?
Students who complete this program should have the ability to:
Communicate ideas in a clear
and logical manner in oral
presentation
Apply sociological concepts
and principles to individual
experiences and the social
world.
Explain the major
foundations of modern
sociological theory and show
how each of these
foundations influences
current sociological theories.
SOC xxx
SOC xxx
SOC xxx
Capstone
Final presentation in the
capstone course, graded using
scoring guidelines.
At least 80% of final
presentations in the capstone
course are rated as good or
better
Each semester
Alumni survey
At least 80% of respondents
indicate that they are confident
of their ability to express ideas
in a clear, coherent manner in
oral presentation
Every two years,
beginning 3/07.
Panel of faculty members
evaluate graduating seniors'
student portfolios developed
throughout the program using a
rubric.
At least 80% of students'
portfolios are rated as good or
better in achieving this
outcome.
Each semester
Alumni survey
At least 80% of respondents
indicate that they are confident
of their ability to apply
sociological concepts.
Every two years,
beginning 3/07.
Final exam questions in
capstone course, graded using a
rubric.
At least 80% of senior theses are
rated as good or better
Each semester
Graduating seniors exit
interview
At least 80% of respondents
indicate that they believe this
learning outcome was achieved.
Each semester
Y
SOC xxx
SOC xxx
SOC xxx
Capstone
Y
Y
SOC xxx
SOC xxx
SOC xxx
Capstone
All assessment
results will be
reviewed by faculty
during a special
faculty meeting at
the end of each
semester.
The results will be
used to recommend
changes to the
curriculum,
development of
rubrics and other
assessment tools,
changes to syllabi,
etc.
Assessment Report -- Program Level
Program:
Date:
November 1
Assessment Coordinator:
Ext.
Email:
Program Mission Statement:
Program
Outcomes
this a
student
learning
outcome
? (2-8
Learning
Opportunities:
What courses or
experiences provide
students with the
(primary)
opportunity to
achieve this
outcome?
Assessment
Methods/Measures:
List the direct and
indirect methods you
will use to measure
how well students are
achieving this
outcome.
Target Levels/
Benchmarks
Results/
Findings:
Use of Results: How
were results used to
improve student
learning, planning,
decision-making,
and/or resource
allocation?
Getting Started
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Appoint an assessment coordinator 
Curriculum matrix 
Conduct assessment inventory
Agree on program assessment plan
Discuss implementation
Assess at the course level
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Develop course learning outcomes and plan
Assessment Timeline
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Year 0: Getting started, submit plan
Year 1-5: Implementation and annual
reports
Year 6: Program review
Institutional Support
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Office of Institutional Research (OIR)
Center for Learning and Teaching (CLT)
Teaching Enhancement Grants
What is a Portfolio?
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A folder of student work
Students participate in choosing
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Evaluated using criteria
Illustrate growth
Continually updated, can substitute
Include written student reflections on significance,
contribution
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Selection criteria provided by faculty
Ex.: one assignment that shows research skills, one writing
skills, one ability to use a concept, etc.
Develop ability to synthesize what they’ve learned.
Within a course or across program
Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker
Publishing.
What is a Portfolio?
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To make it a program requirement:
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Tell students as they enter the program.
Give them written guidelines developed by program
faculty.
Provide interim reviews – review with faculty advisor
once each semester/year
Make it part of the capstone
Recognize and honor students with outstanding
portfolios
Allow students to take it with them
Collectively review using guidelines.
E-portfolios
Capstones
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400-level course, 3 credits
Should integrate all learning in the major, plus draw on
core
Should prepare students for transition from
undergraduate program to whatever will follow
Should include strong component of reading/writing at
senior level
Should include a strong component of oral presentation
at a senior level.
Assessed using guidelines/criteria
To establish capstone status, project proposal and
syllabus prepared and submitted to Chair, Core
Curriculum committee.
Internships
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Academic credit: for 3 cr. hrs., generally 150-200 hours
of work.
Paid? Rarely
How? Student submits proposal, views approved list,
conducts successful interview.
Must be supervised
Supervisor ratings using guidelines/rubrics
If capstone, must include substantial written project
AND oral presentation.
Student should reflect on experience, through
evaluation, journal, portfolio of work, daily log, etc.
Examples
Action Items
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Approve program plan
Develop course learning outcomes, faculty
agree
Submit syllabi with outcomes, develop
assessment plan for each course.
Send approved plan to Dean, cc OIR
Committee for internship design?
Committee for portfolio design?
Committee for capstone design?
Advisory board?