1. PROGRAM ASSESSMENT BASICS Alan Kalish, PhD Teresa Johnson, PhD Director Assistant Director University Center for the Advancement of Teaching

2. Session Goals – Understand the terminology used in assessment – Appreciate the impact assessment may likely have on your program and students – Begin to consider how assessment can help shape how you design courses and curricula – Understand how the backward design process supports the assessment process

3. Program Assessment What is it and why do it? Assessment is “the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development.” Palomba and Banta, 1999 Assessment is collection and use of data. Assessment is intended to improve student learning.

4. Program Assessment Change without data is guesswork. Data without change is wasted effort.

5. Program Assessment That we must assess student learning outcomes is an administrative mandate. However, which questions that we ask and what data that we trust is up to the faculty in every program. So, asking questions that we actually care about can make the process useful to both faculty and students!

6. Terminology Goals Outcomes (objectives, competencies, etc.) Assessment vs. Evaluation Formative vs. Summative

7. Assessment Cycle Articulate goals and expected outcomes for student learning Gather evidence – From multiple sources: faculty, students, external evaluators – Using both direct and indirect measures Interpret the evidence and draw conclusions Use conclusions to make improvements

8. Direct Measures National standardized examinations Certification or licensure examinations Local comprehensive examinations Embedded testing Pre-post testing Other classroom assessment methods Practicum, internship, or research evaluation of student work Portfolio evaluation of student work Actual artifacts and demonstrations of student learning Selected list from OSU, Arts & Sciences GEC Assessment form

9. Indirect Measures Student survey Alumni survey Job or post-baccalaureate education placement Student evaluation of instruction Student interview or focus group Student or alumni honors Peer review of program External program review Perceptions of student learning Selected list from OSU, Arts & Sciences GEC Assessment form

10. Backward Design Program goals and outcomes – Various sources and contexts, discipline specific Curriculum map Course goals Learning outcomes Assignments and projects Content Teaching strategies

11. Data Rolls Up Public Accreditation University Department Course    

12. Information Flows Up and Down Public Accreditation University Department Course

13. Questions?

14. Next Step What do you want to learn or gain from the conference on February 12?