Transcript Assessment Presentation August 2015

2015-16 Assessment Planning
Introduction
• Assessment is essential to creating a culture of continuous
improvement
– It provides input for the enhancement of student learning
– It helps faculty be more intentional in how they teach and develop courses
– It provides assurance to the University’s stakeholders that we …
• … know what we are doing and
• … we are good at what we do.
• Some basic improvements have been implemented based upon
your feedback, but the overall approach is similar to last year
Overview of the Assessment Process
• Create plans based upon the program objectives for each major
– Evaluate all student leaning outcomes (SLO) within the target program to
ensure that they are SPECIFIC and MEASUREABLE
– SLOs should be written in terms of what the student will learn, not in terms
of what the instructor will accomplish. (i.e. “Student will be able to…”)
– It is best to use direct measures (exams, papers, case studies, etc.); however,
indirect measures (surveys, student evaluations, etc.) may also be used
– Use the Six column assessment template
Overview of the Assessment Process
• Decide which COURSES and Assignments best represent student
learning for each objective
– Use an early and a later occurring course in the target program for each SLO
as appropriate
• Decide where to embed L3 RUBRICS for assessing Critical Thinking
(CT), Speaking (S) and Writing (W) into your plan
– The L3 rubrics assess Portrait Statements 2 and 3
– Data is captured from a course that occurs early in a student’s experience
and then at the end of the student’s experience in a senior level or capstone
course in your major program
Overview of the Assessment Process
– Early L3 assessment will take place in
• BEGE-1720 Spiritual Formation (CT),
• COM-1100 Fundamentals of Speech (S), and
• ENG-1400 Composition (W), using the L3 rubrics.
– Your Department’s assessment coordinator should choose an assignment
occurring late in the student’s program to assess critical thinking, speaking
and writing, using those same L3 rubrics.
• Submit completed plans and reports by placing them in
J:\Assessment_Shared\201X-1X Assessment\{Your School or
Department folder}
Overview of the Assessment Process
• Implement your 2015-16 assessment plans
– Use the Assessment Capture Tool (ACT) located under CedarInfo, Curricular
Transactions to capture L3 Rubric data
– Please feel free to contact the Office of Assessment and Accreditation
Services throughout the year for assistance with this tool
• Compile data and analyze
• Make evidence-based CHANGES to courses or programs as
appropriate
• Submit your results and feedback reports
Timeline
• Now until Sept. 21, 2015
– Individual meetings with each school/department
– Status reports and process documentation
• 2015 Assessment Day – September 22
– Complete results and feedback reports for your 2014-15 assessments
and place them in J:\ Assessment_Shared\2014-15 Assessment\{dept.}
– Place your 2015-16 Assessment Plans in
J:\ Assessment_Shared\2015-16 Assessment\{dept.}
• 2015-16 plan results and 2016-17 plans by May 31, 2016
Questions?