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2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean “CLOSING THE LOOP” AND IMPROVING STUDENT LEARNING VIA ONGOING ASSESSMENT.

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Presentation on theme: "2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean “CLOSING THE LOOP” AND IMPROVING STUDENT LEARNING VIA ONGOING ASSESSMENT."— Presentation transcript:

1 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean “CLOSING THE LOOP” AND IMPROVING STUDENT LEARNING VIA ONGOING ASSESSMENT

2 2013 Spring Assessment Colloquium Beth Tipton CBPA Associate Dean KEEPING IT SIMPLE WHILE CLOSING THE LOOP

3  AACSB BAB  AACSB MBA  Other specialized accreditations (PA, PLAN, HSAD)  NWCCU Majors and Certificates  Writing Initiative  Math Initiative ENVIRONMENT

4 Goal of assessment CONTINUAL IMPROVEMENT

5 OLD PROCESS ASSESSMENT BY COORDINATORS FOR MAJORS ONLY PLAN SLOs for courses, programs and GenEd are identified for assessment DO Courses, programs and GenEd in which these SLOs are embedded are taught TEST These SLOs are assessed and the results are reported to the relevant instructors, units and accreditations ACT Assessment shows SLOs as either (1) being met (increase benchmark) or (2) not being met (improve course, program or GenEd)

6 OLD PROCESS ASSESSMENT BY COORDINATORS FOR MAJORS ONLY Learning Outcome Goal ObjectiveStrategy/Method of Measurement Performance Characteristics Scoring LevelsExpectation Standard Students should possess the knowledge and skills needed to effectively manage the compensation function. This year’s focus is on performance appraisal. Students will be expected to demonstrate their knowledge of the research literature regarding performance appraisal formats/methods. Students will also be expected to demonstrate their knowledge of the research literature regarding performance appraisal rating errors and biases. Multiple choice questions regarding performance appraisal formats/methods and performance appraisal rating errors and Biases will be developed by HR faculty. These questions will be embedded in Exam #2 of HUMR 427 (Compensation). 1. Knowledge of the research literature regarding performance appraisal formats/meth ods. 2. Knowledge of the research literature regarding performance appraisal rating errors and biases. 5 = Excellent ( ) 4 = Above Average (80-89) 3 = Competent (70- 79) 2 = Below Average (60-69) 1 = Poor (0-59) 80% of students will achieve an average rating of 3.0 or higher Observations from Summary Data Conclusions about Student Learning Actions Recommended Based on Observations Plan and Timetable for Taking Action Overall Reflection on Assessment 1) 82% of students achieved an average of 3.0 or higher with regard to “Performance Characteristic” # 1. 2) 85% of students achieved an average rating of 3.0 or higher with regard to “Performance Characteristic” # 2. Students exceeded the expectation standards for both “Performance Characteristics.” The students have demonstrated that they have adequate knowledge of the research literature regarding both performance appraisal methods, and performance appraisal rating errors and biases. Based on the assessment data that was gathered, no major changes or actions are required. However, HUMR instructors should continue to ‘stay on top’ of recent research in the area of performance appraisal. HUMR instructors should continue to keep abreast of new research in the area of performance appraisal by reading the most recent issues of Personnel Psychology and the Journal of Applied Psychology. The objectives are important for the HRM program, and assessment of these objectives should continue.

7 NWCCU “program” AACSB “program” Faculty BAB CoreMajors Courses CONFLICTING DEFINITIONS

8  Intervention for improvement at the lowest level necessary  Gathers actionable data  Closes the loop automatically  Empowers the faculty to make some changes immediately  Simple and efficient  Minimizes the impact on faculty  Can be cycled quickly if necessary  Scales to any level  Flexes with differing pedagogical approaches REDESIGN GOALS

9 NEW PROCESS COURSE-EMBEDDED ASSESSMENT DO Course is taught TEST Assigned Goal is evaluated ADJUST Changes to course or program are made

10 Ethics MGMT 326 MGMT 423 Multiculturalism and Global Awareness MGMT 423 MKTG 310 Teamwork and Collaboration MGMT 326 MGMT 490 Understanding Financial Statements ACCT 251 FINC 335 Data Analysis Skills DSCI 346 OPSM 330 NEW PROCESS COURSE-EMBEDDED ASSESSMENT POTENTIAL GOALS Economics, Communication Skills, Information Systems, Business Law… UNASSESSED COURSES ACCT 261, ACCT 252, DSCI 245, ECON 201, and MISC 311,

11 Strategy of the new process “EACH INSTRUCTOR BECOMES HIS/HER OWN BENCHMARK”

12 NEW PROCESS COURSE EMBEDDED ASSESSMENT  Initial planning phase – at the beginning of the first quarter  Goals being assessed  AACSB program-level goal (as assigned)  NWCCU major-level goal (when appropriate)  Course learning objective (from syllabus if appropriate)  Course details for tracking purposes  Instructor  Course  Section  Quarter  Assessment plan  Description of the measures being used  Actual instrument and rubrics  How will the measure be converted to a percentile score Faculty are encouraged, but not required to coordinate with colleagues when establishing measures

13 Student A Student B Student C MEASUREMENT GRADES ASSESSMENT

14 NEW PROCESS COURSE EMBEDDED ASSESSMENT  Reporting phase – at the end of the first quarter  Assessment  How many students completed the measure  How many students earned > 75% on the measure  What percentage of students earned > 75%  If appropriate, submit three examples (excellent, typical, worst)  Improvement plan for the next cycle  Given what you have learned and observed, please identify specific changes you will make in this course in order to improve student performance on this goal. For each change that will be implemented, please briefly explain why you believe it will address the problem effectively.”  “Is there anything our core program can do differently to better prepare students for success on this learning goal?”

15 NEW PROCESS COURSE EMBEDDED ASSESSMENT  Reporting phase – at the end of the following quarters  Assessment  How many students completed the measure  How many students earned > 75% on the measure  What percentage of students earned > 75%  If appropriate, submit three examples (excellent, typical, worst)  What happened between cycles (improve, stay the same, decline)  “Did the changes you implemented based upon the last assessment lead to improvement? Explain.”  Improvement plan for the next cycle  “Given what you have learned and observed, please identify specific changes you will make in this course in order to improve student performance on this goal. For each change that will be implemented, please briefly explain why you believe it will address the problem effectively.”  “Is there anything our core program can do differently to better prepare students for success on this learning goal?”

16  INSTRUCTOR-LEVEL  One section is underperforming relative to the others  Identify specific issues that challenged that section  Monitor future assessments for those challenges  COURSE-LEVEL  One course underperforming relative to the other  Identify course-specific design/implementation issues  Develop possible solutions by faculty in discipline to be implemented in all sections of the course  Reassess for efficacy next time the course is taught  PROGRAM-LEVEL  Both courses underperforming on assigned goal  Develop possible solutions in Undergraduate Business Program Committee with relevant faculty  Reevaluate assessment measures for efficacy in evaluating changes to be made  Reassess as soon as possible once changes are implemented POSSIBLE FINDINGS

17 WHERE WE ARE NOW DOTESTADJUST First quarter “benchmarking” DOTESTADJUST Second quarter “loop closing”

18  AACSB BAB  AACSB MBA  Other specialized accreditations  NWCCU Majors and Certificates  Writing Initiative  Math Initiative WHAT NEXT? Scale this process


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