Presentation on theme: "Keeping it Simple: Helping Faculty and Staff Create Meaningful, Measurable, and Manageable Assessment Plans and Reports Amber Malinovsky Assistant Director."— Presentation transcript:
1Keeping it Simple: Helping Faculty and Staff Create Meaningful, Measurable, and Manageable Assessment Plans and ReportsAmber MalinovskyAssistant Director Institutional AssessmentTexas A&M University
2About Us Texas A&M University, College Station, Texas 48,000 students2,700 faculty5,500 staff5,200 acresWEAVE users and programs470+ programs in entity tree700 WEAVE users
3About Us Office of Institutional Assessment Four full-time employees, two graduate assistantsVariety of duties that support assessmentLiaison structureTen collegesTwo branch campuses (Galveston and Qatar)Multiple support units (student affairs, undergraduate programs, etc.)
4Setting up a Workshop Choose a topic Often suggested by users/Assessment LiaisonsSometimes specific to audience (academic vs. support, by discipline, etc.)Conduct research and collect examplesDraft and revise slides and materialsOur “simple” formula: definition + tips + examples + cautions + putting it all together = meaningful, measurable, manageable
5Setting up a Workshop Choose dates and locations Advertise and track registrantsAnnouncement sent on lists and posted on websiteOnline form for registrationEvaluation and follow-upPast workshops:
6The Assessment Plan & Report Dr. Loraine PhillipsAmber Malinovsky
7Agenda Part One Introduction to Assessment Components of an Assessment PlanMissionOutcomesMeasuresAchievement TargetsComponents of an Assessment ReportFindingsAnalysis of FindingsAction PlansAnnual Reporting
8Suggested Assessment Report Deadlines May 31, 2009 Data collectedAugust 1, 2009 Findings enteredSeptember 1, 2009 Analysis Questions answered, along with any appropriate action plansSeptember 15, 2009 Annual Report question answeredOctober 1, Cycle Year CLOSES no more editing
9SACS Comprehensive Standard 3.3.1 SACS ExpectationsSACS Comprehensive Standard 220.127.116.11 Institutional EffectivenessThe institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)educational programs, to include student learning outcomesadministrative support serviceseducational support servicesresearch within its educational mission, if appropriatecommunity/public service within its educational mission, if appropriate
10The Assessment Process Develop Program Mission & OutcomesDesign an Assessment PlanImplement the Plan & Gather InformationInterpret/ Evaluate InformationModify & ImproveAdapted from: Trudy Banta, IUPUI
11Mission StatementThe mission statement links the functions of your unit to the overall mission of TAMU.A few questions to consider in formulating the mission of your unit:What is the primary function of your unit?What core activities are involved?What should those you serve experience after interacting with your unit?
12Characteristics of a Well-Defined Mission Statement Brief, concise, distinctiveClearly identifies the program’s purposeClearly aligns with the mission of the division and the UniversityExplicitly articulates the essential functions/activities of the programClearly identifies the primary stakeholders of the program: i.e., students, faculty, parents, etc.
13Example of a Mission Statement “University Career Services, an integral part of the educational process, assists students and alumni in assessing their career possibilities, setting their personal goals and achieving their objectives toward becoming productive citizens in the global community. While assisting its clients in identifying professional employment opportunities, University Career Services also provides the university community with insights into the ever- changing world of work to help develop realistic ways to better educate tomorrow’s leaders.” (Texas Christian University)
14Learning OutcomesWhen writing Learning Outcomes, the focus must be on the stakeholders (e.g., students, faculty, staff, and others) and what they will think, know, do, or value following the provision of the service.
15Program Outcomes Process statements Satisfaction statements Relate to what the unit intends to accomplishLevel or volume of activityEfficiency with which you conduct the processesCompliance with external standards of “good practice in the field” or regulationsSatisfaction statementsDescribe how those you serve rate their satisfaction with your unit’s processes or services
16Common Issues Addressed in Program Outcomes AccessAccountabilityAffordabilityClimateEducational Effectiveness/QualityFacilities & EquipmentFacultyFinancial SupportStudent PreparationProductivityTechnology
17Writing Program Outcomes Consider such questions as:What are the most important results or impacts that should occur as a result of your unit’s activities?What are your critical work processes and how should they function?What does the end user experience through interaction with your unit?
18Examples of Outcomes Learning Outcomes Process statements Students receiving advising services will be able to identify and utilize campus resources.Staff and faculty will be able to use the Oracle system for purchasing.Process statementsThe number of faculty training workshops and participation rates for WebCT will relate to the needs.The travel office will promptly process travel requests.Satisfaction statementsFaculty will report satisfaction in the training received for WebCT.Faculty and staff will report satisfaction with travel processing under the Oracle system.
19Writing Outcomes Outcomes should be: linked to the unit’s mission realistic and attainablelimited in number (manageable)something that is under the control of the unitmeasurable and/or observablemeaningfultarget key services or change pointsuse action verbs
20Assessment Measures After establishing your outcomes… Define and identify the sources of evidence you will use to determine whether you are achieving your outcomes.Detail what will be measured and howIdentify or create, if necessary, measures that help your unit in making critical decisions about its processes and services.
21Choosing Assessment Measures Some things to think about:How would you describe the end result of the outcome?How will you know if this outcome is being accomplished?What will provide you with this information?Where are you currently delivering the outcome?Are there any naturally occurring assessment opportunities?What measures are currently available?
22Example of a Delivery Map Learning OutcomeMethod of DeliveryHow, When, and Where Information will be GatheredOutcome 1Outcome 2Outcome 3Etc.
23Characteristics of an Effective Assessment Measure Measurable and/or observableYou can either observe it, count it, quantify, etc.MeaningfulIf captures enough of the essential components of the objective to represent it adequatelyManageableIt can be measured without excessive cost or effort
24Direct MeasuresDirect measures are those designed to directly measure:what a stakeholder knows or is able to do (i.e., requires a stakeholder to actually demonstrate the skill or knowledge)The benefit of programming or intervention
25Common Direct Measures Participation dataObservation of behaviorCulminating experiences (e.g., presentation, project, internships, etc.)Collection of work samples (portfolios)Pre- and post-measuresVolume of activityLevel of efficiency (average response time)Measure of quality (average errors)
26Indirect Measures Indirect measures focus on: stakeholders’ perception of their level of learningstakeholders’ perception of the benefit of programming or interventionstakeholders’ satisfaction with some aspect of the program or service
27Common Indirect Measures SurveysExit interviewsRetention/graduation dataDemographicsFocus groups
28Achievement TargetsAn achievement target is the result, target, benchmark, or value that will represent success at achieving a given outcome.Achievement targets can be specific numbers or trends.
29Examples of Achievement Targets Students will achieve a score of 3 or 4 on the rubric.Average score on rubric is a 3 or better (on a scale of 0 to 4).90% of the transcripts will be sent within three days.Each employee will participate in a minimum of two training/development programs per year.Acquisition statistics will indicate growth in the overall collections that support academic programs.
30Putting It All Together Outcome: Improve and strengthen media relations and publicationsMeasure 1 (Direct): Track media pitches/releases.Achievement Target: Average of 250 media pitches/releases for the year.Measure 2 (Indirect): Conduct annual readership survey of university magazine.Achievement Target: Feedback via readership survey will indicate average ratings of 7 or better on a 1-10 scale.
31Putting It All Together Outcome: To provide a library web site that enables users to locate and use information on their ownMeasure 1 (Direct): Usability testing with small groupsAchievement Target: Participants in usability testing demonstrate web site’s ease of useMeasure 2 (Indirect): LibQUAL+ assessment programAchievement Target: LibQUAL+ results indicate faculty and student satisfaction
32Things to be careful of… Writing your Achievement Target as part of your OutcomeExample:Outcome: 80% satisfaction rate from instructorsMeasure: Biannual instructor satisfaction surveyAchievement Target: 80% satisfaction ratePossible Steps to Revision:Satisfied with what?New Outcome: Instructors will report satisfaction with the resources available for course development.
33Things to be careful of… Having the same Measure and Achievement TargetExample 1:Measure: Annual review of formsAchievement Target: Annual review of formsPossible Steps to Revision:Go back and look at outcome. Outcome states that Forms and paperwork will be clear, concise & accurate.If the Annual review shows that they are not clear, concise & accurate, what will need to happen?New Achievement Target: Decrease in number of revisions needed to make forms more understandable and accurate.
34Things to be careful of… Having the same Measure and Achievement TargetExample 2:Measure: 50 slots for scholarship recipients securedAchievement Target: 50 slots secured for scholarship recipientsPossible Steps to Revision:Remember: Measures are more general. Achievement Targets are specific.Identify what it is that you’re doing to determine whether or not you’ve met the achievement target. THIS is your measure.New Measure: Track number of scholarship recipients.
35Things to be careful of… Writing your Achievement Target as part of your MeasureExample:Measure: Score a 3 or 4 on an identified technology assignmentPossible Steps to Revision:Remember: Measures are more general. Achievement Targets are specific.Outcome states: Demonstrate competency in technologyRevise Measure to read: Identified technology assignment.Add Achievement Target: Students will achieve a 3 or 4 on the rubric.
37SACS Comprehensive Standard 3.3.1 SACS Expectationsand provides evidence of improvement based on analysis of the results…SACS Comprehensive Standard 18.104.22.168 Institutional EffectivenessThe institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)educational programs, to include student learning outcomesadministrative support serviceseducational support servicesresearch within its educational mission, if appropriatecommunity/public service within its educational mission, if appropriate
38Findings Findings = Assessment data On an Assessment Report, “findings” refers to a concise summary of the results you gathered from a given assessment measure.The language of this statement should parallel the corresponding achievement targetDescribe your results in enough detail to prove whether you have met, partially met, or not met your achievement target.It is not necessary to provide any interpretation of your data in your findings summary.
39Findings(Optional) Attach documents to support your data. These can include survey instruments or results, reports, committee members and minutes from meetings, etc.
40Examples of Findings Statements Achievement Target: Overall mean score of students from program meets or exceeds state average score.Findings: The overall mean score of students from the Teaching, Learning, and Culture program exceeded that of the state average score of the state certification exam. Results: Program overall mean scaled score—91.50, State overall mean scaled score—79.13.
41Examples of Findings Statements Achievement Target: Decrease by 40% the number of undeclared students from the entering major (Fall 2008) to current major (Fall )Findings: 34% of undeclared students who had registered for Fall classes by the beginning of June had declared a major.
42Examples of Findings Statements Achievement Target: 10 campus-wide workshops conducted in November and December of 2008.Findings: 8 campus-wide workshops were conducted in November and December of 2008.
43Analyze your FindingsReflect on what has been learned during an assessment cycleIdentify areas that need to be monitored, remediated, or enhancedThree key questions are at the heart of your analysis:What did you find and learn?So What does that mean for your academic program or support unit?Now What will you do as a result of the first two answers?
44Analyze your Findings You will want to reflect on the following areas: Student Learning Outcomes, if applicableProgram Outcomes, if applicableThe Assessment Process
45Action PlanAfter reflecting on the findings, you and your colleagues should determine appropriate action to improve the program. This will lead to at least one action plan.Actions outlined in the action plan should be specific and relate directly to the outcome and the results of assessment.
46Action Plan Recommendations We do not recommend having an assessment report without any action plans.SACS 3.3.1We do recommend that you keep the number of action plans manageable.
47Annual ReportingThe final step in your assessment report is to consider how your program contributed to one or more of the following:Departmental goals or imperativesCollege goals or imperativesUniversity mission, goals or imperatives
48Rubrics for Evaluation Assessment PlansMission/Purpose StatementsOutcomesMeasures and Achievement TargetsFindings/ReportAchievement TargetsFindingsAnalysisAction Plans
49Take-Home Messages You do not have to assess everything every year Modify something already being done that is meaningful to the programSummarize your FindingsLimit your Action Plans and keep them manageableConsider how your program fits within the university’s missionBe flexible—this is an iterative process
50ReferencesThe Principles of Accreditation: Foundations for Quality Enhancement. SACS COC Edition.Banta, Trudy W., & Palomba, C. (1999). Assessment Essentials. San Francisco: Jossey-Bass.Banta, Trudy W. (2004). Hallmarks of Effective Outcomes Assessment. San Francisco: John Wiley and Sons.Walvoord, Barbara E. (2004). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey- Bass.Assessment manuals from Western Carolina University and Texas Christian University were very helpful in developing this presentation.Putting It All Together examples adapted from Wright State University Libraries Assessment Plan, UHCL President’s Office Assessment Plan
51ResourcesNorth Carolina State University _others.htmUniversity of Central Florida—Handbook for Admin UnitsTexas Christian UniversityEach OtherOIA consulting
52WEAVEonline Overview Amber Malinovsky, Assistant Director Office of Institutional Assessment
54One Minute Evaluation What was the most valuable thing you learned? What is one question that you still have?What do you think is the next step that your program needs to take in order to implement systematic program assessment?
55Contact Us Our Staff Our Website TAMU Assessment Conference Website Dr. Loraine Phillips,Amber Malinovsky,Our WebsiteTAMU Assessment Conference Website
56Plenary Speakers: Dr. Belle S. Wheelan Dr. Clifford Adelman February 21-23, 2010College Station, TexasPlenary Speakers:Dr. Belle S. WheelanDr. Clifford AdelmanRegistration now open!