2The Global Community for Academic Advising The OverviewParticipant Learning Outcomes (PLO’s)Overview of Assessment InstituteDefinition – Assessing Student LearningProcess – The Assessment CycleThe Assessment PlanStakeholders, Values,Vision, Mission, Goals, Objective, and OutcomesPlenary 2 - 5
3The Assessment Institute The Global Community for Academic AdvisingThe Assessment InstituteExplains the process of assessment for learning outcomes.The material covered in 2.5 days explains a process that requires time, effort, and continuous reflection.Please be aware that perfection will hinder your progress through the cycle the first time.
4Participant Learning Outcomes (PLO’s) The Global Community for Academic AdvisingParticipant Learning Outcomes (PLO’s)Every sessionExplain Learning Outcomes fromBehavioral (Skills/Psychomotor)CognitiveAffectiveFocus for each plenary
5What Is Assessment? By Definition . . . The Global Community for Academic AdvisingWhat Is Assessment? By Definition . . .Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way”Ewell, 2000
6Assessment“Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way”(Ewell, 2000)
7Assessment“Assessment is an ongoing process of collecting information* that is aimed at understanding and improving student learning and personal development”(Angelo, 1995)* what we like to call “evidence”
8Assessment“Assessment is the systematic collection, review, and use of information about educational programs* undertaken for the purpose of improving student learning* and development*”(Marchese, 1993)* Advising is part of the educational process, not simply a “service”
9Assessment“Assessment is the means used to measure the outcomes of education and the achievement of students with regard to important competencies”(Pellegrino, Chudowsky, and Glaser, 2001)
10Assessment of Academic Advising Institute Assessment “Is Not”Assessment is NOT episodicAssessment is NOT just about measurementAssessment is NOT about performance evaluation—although it can inform itAssessment is NOT solely an administrative processAssessment is NOT easy or quick
11The Global Community for Academic Advising Assessment “Is”evidence-driven—relying on multiple measuresformative rather than simply summativemeasurement of outcomesStudent learning-outcome based (in education)Advising process/delivery outcomescomplex process of comparisonalways a process of reasoning from evidencealways, to some degree, imprecise
12For Academic Advising… Assessment of Academic Advising InstituteFor Academic Advising…Assessment is the process through which we gather evidence about the claims we are making with regard to student learning and the process/delivery of academic advising in order to inform and support enhancement & improvement.Campbell, S. (2008)
13The Global Community for Academic Advising The Process of Assessment Assessment as a Multi-Level, Relational ProcessAssessment is Informed by Organizational ComponentsAssessment as a Continuous and Collective ProcessWith Multiple Points of Entry
14The Relational Nature of Assessment Assessment of Academic Advising InstituteThe Relational Nature of AssessmentInstitutional Vision and MissionSchool/College/Division Vision, Mission, Goals, Program ObjectivesAdvising Program Vision, Mission Goals, Program Objectives
15The Global Community for Academic Advising The Assessment Cycle Peggy Maki, Assessing for LearningVision/Mission/Goals/ObjectivesGatherEvidenceInterpret EvidenceIdentifyOutcomesImplementChange
16Key Organizational Components of an Assessment Plan Assessment of Academic Advising InstituteKey Organizational Components of an Assessment PlanPurpose and StakeholdersValues, Visions, Missions, Goals, and Programmatic ObjectivesLearning Outcomes, Mapping, Gathering Evidence, and Setting Levels of Expected PerformanceSharing and Acting on the Results
17How Things Ideally “Flow” The Global Community for Academic AdvisingHow Things Ideally “Flow”Flowchart of Steps in the Assessment in Academic Advising (Ruth Darling)Values, Vision, Mission, Goals, Programmatic OutcomesProcess/Delivery OutcomesStudent Learning OutcomesMapping the ExperienceGathering Evidence(Multiple Measures)Acting on ResultsStart it over again
18Purpose and Stakeholders Assessment of Academic Advising InstitutePurpose and StakeholdersPurpose determines what and how evidence will be gatheredOne type of assessment does NOT fit allWho Needs to be Involved (Stakeholders) is influenced by Purpose
19Purpose and Stakeholders The Global Community for Academic AdvisingPurpose and StakeholdersPurpose for Engaging in AssessmentSupport Student Persistence, Success, and LearningImprove academic advising deliveryAccountabilityProgram Management: develop self-study for accreditation visitMarketingKey StakeholdersWho Needs to Be Involved?
20Purpose and Stakeholders Purpose for Engaging in Assessment Assessment of Academic Advising InstitutePurpose and StakeholdersPurpose for Engaging in AssessmentSupport Student Persistence, Success, and LearningImprove academic advising deliveryAccountabilityProgram Management: develop self-study for accreditation visitMarketingKey StakeholdersSenior AdministrationFacultyAdvisorsStudentsAlumniOffice of Institutional AnalysisCommunity Members
21The Global Community for Academic Advising Values, Visions, Missions
22Assessment of Academic Advising Institute ValuesA Value reflects what you consider to be important with regard to academic advising.NACADA Core Values
23The Global Community for Academic Advising Values: An ExampleAcademic Advising at ____ reflects the university’s commitment to student learning, persistence, and success by:Supporting and facilitating intentional connections between students and the university’s resources and peoplePromoting an ethical and honest partnership between students and their academic advisors
24Assessment of Academic Advising Institute VisionVision statements reflect the aspirations of what academic advising can be on a campus. It represents a desired or ideal future.
25The Global Community for Academic Advising Vision: Key Considerations *Represents a desired future state*Inspirational*Ambitious yet realistic*Generate enthusiasm*Generate commitment to long-term direction and purpose
26Assessment of Academic Advising Institute Vision: An ExampleTo develop a coordinated and responsive academic advising program that has regional and national recognition for excellence.
27The Global Community for Academic Advising Mission Mission statements reflect the purpose of academic advising on the campus and serve as the roadmap to achieving the vision and affirming values.Missions may exist on multiple-levels (institutional, departmental, unit, etc.)NACADA Concept Statement on Academic Advising
28Mission: Key Considerations Assessment of Academic Advising InstituteMission: Key ConsiderationsIdentifies purposeConsistent with institutional missionLong rangeClear and conciseRepeatableGeneral in natureMMission statements are not measurable
29The Global Community for Academic Advising Mission: An ExampleAt ____, academic advising is an intentional, educational partnership between advisors and students. Grounded in teaching and learning and approached from a developmental perspective, this multidimensional process considers and respects students’ diverse backgrounds, interests, abilities, and facilitates the identification and achievement of educational, career, and life goals.
30Programmatic Goals and Objectives Assessment of Academic Advising InstituteProgrammatic Goals and Objectives
31The Global Community for Academic Advising Programmatic GoalsGoal statements are broad statements that communicate a desired future state of the advising program. If met, they express what the organization would look like if the mission was achieved.Often written as a group of concepts that are not directly measurable.
32Goals: Key Considerations Assessment of Academic Advising InstituteGoals: Key Considerations*Present the “aims” of the advising program*Long range*Clear*Provide guidance for action*Goal statements are not directly measurable*General in nature; more specific than mission
33The Global Community for Academic Advising Goals: An ExampleConsistent with this mission, the goals for academic advising at ___ are to design a program that is:Based on theories and knowledge of teaching, learning, and identity development;Reflective of developmental and demographic profiles of student population;Proactive in creating a safe environment that is focused on social justice issues within organization
34Council For the Advancement of Standards in Higher Education(CAS) Assessment of Academic Advising InstituteCouncil For the Advancement of Standards in Higher Education(CAS)Source for development of programmatic goals for academic advising (2005)Reflects student experience as individualistic, developmental, and holisticCurricular and co-curricularCAS ExamplesAssure that academic advisors collaborate in collection of relevant data about students for use in individual academic advising conferences.Promote learning and development in students by encouraging experiences that lead to intellectual growth, clarification of values, and appreciating cultural diversity.
35The Global Community for Academic Advising Programmatic Objectives Programmatic Objectives clarify goals through language that is precise, detailed, and action oriented. Objectives offer direction and focus on the process that actualizes the goal and leads to learning outcomes.*Objectives are more precise than a goal but not as specific as a learning outcome.
36Programmatic Objectives: Key Considerations Assessment of Academic Advising InstituteProgrammatic Objectives: Key Considerations*Specify the “intentions” of the academic advising program for student learning and advising delivery*Reveal, in a general way, expectations for student learning.*Inform and guide the development of student learning outcomes and advising delivery outcomes*General in nature, although more specific than Goals
37The Global Community for Academic Advising Programmatic Goal:Design a program that is reflective of developmental and demographic profiles of student population.Programmatic Objectives:*Organize for advisors training on theories that address psycho-social,cognitive & identity development.*Support the student learning experience from point of contact through graduation by making appropriate referrals based on students level of psycho-social or cognitive development.*Ensure that advising caseloads are appropriate to offer enough time to address student’s needs.
38Review the “Flow” Assessment of Academic Advising Institute Flowchart of Steps in the Assessment in Academic Advising (Ruth Darling)Values, Vision, Mission, Goals, Programmatic OutcomesProcess/Delivery OutcomesStudent Learning OutcomesMapping the ExperienceGathering Evidence(Multiple Measures)Acting on ResultsStart it over again
39The Global Community for Academic Advising Learning OutcomesPlenary Two*Student Learning Outcomes articulate what students are expected to demonstrate they know, are able to do, and value/appreciate as a result of involvement in the academic advising experiences*Process/Delivery Outcomes articulate the expectations for how academic advising is delivered and what information should be delivered through the academic advising experience*Outcomes are a product from Objectives*Measureable
40Assessment of Academic Advising Institute MappingPlenary Three*The process of determining when, where, and through what experiences the outcomes for advising will be accomplished over the student’s academic career.
41The Global Community for Academic Advising Gathering Evidence - MeasurementPlenary Four*Developing strategies to evaluate learning through multiple measures. Measures can be direct (portfolio or test results) or indirect (interviews, focus groups, reflective journal).
42Assessment of Academic Advising Institute Acting On The ResultsPlenary FiveUpon collecting these data during the assessment process, analysis & interpretation must occur to evaluate learning. It is important to act upon the results or findings byDeveloping reports & presentations;Communicating with institutional colleagues on findings;Identifying change from these data;Reevaluating and continuing the assessment cycle.
43Small Group Discussions Assessment of Academic Advising InstituteSmall Group DiscussionsReviewing and/or Developing Statements of Values, Vision, Mission, Goals, Programmatic Objectives
44The Global Community for Academic Advising ReferencesCampbell, S. (2008). Using Assessment to Understand What and How Students Learn Through Academic Advising. Plenary presentation at the 2008 NACADA Assessment of Academic Advising Institute, San Diego, CA.Council for the Advancement of Standards in Higher Education (CAS). (2005). Academic Advising Programs: CAS Standards and Guidelines. Retrieved * insert today's date* fromEwell, Peter. (2000). AAHE Assessment Institute.Donovan, M. Susan, Bransford, John D., and Pellegrino, James, editors. (2000). How People Learn. National Research Council. Washington, D.C.: National Academies Press.Maki, Peggy. (2004). Assessing for Learning. Stylus PublicationsNACADA. (2005). NACADA statement of core values of academic advising. Retrieved -insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site: Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials: Planning, Implementing, and Improving Assessment In Higher Education. San Francisco: Jossey-Bass Publishers.Pellegrino,James W., Chudowsky, Naomi, and Glaser, Robert editors. (2001). Knowing What Students Know. National Research Council. Washington, D.C.: National Academies Press.