1. Competency-based Instructional System Design: A Model for Program Assessment 3 rd Annual Texas A&M Assessment Conference Barbara Lyon, Ed.D., SPHR Tarleton State University

2. February 10, 2003 lyon@tarleton.edu Today’s Activities Agenda Roles Rules Outcomes

3. February 10, 2003 lyon@tarleton.edu Key Assessment Measures Efficiency – Doing things right - Effectiveness – Doing the right things -

4. February 10, 2003 lyon@tarleton.edu Higher Education Assessment Task Complex Multi-dimensional

5. February 10, 2003 lyon@tarleton.edu Higher Education = V 3 + C 3 V 3 – Volume – Velocity – Values C 3 – Climate – Complexity – Consequences

6. February 10, 2003 lyon@tarleton.edu Teaching Students to Think S 3 Necessary ability in the workplace Common higher education task Levels of Cognition – Simple – Systematic – Strategic

7. February 10, 2003 lyon@tarleton.edu Planning and Institutional Effectiveness Define collegiate education purpose (mission) Establish goals consistent with institution’s purpose Evaluate achievement through established procedures Implement program improvement activities

8. February 10, 2003 lyon@tarleton.edu Assessment Levels Student Classroom Course Program College Division Institution

9. February 10, 2003 lyon@tarleton.edu Program Assessment—Missing? Student Classroom Course Program College Division Institution Program

10. February 10, 2003 lyon@tarleton.edu Competency-based Instructional System Design Analyze requirements Design objectives Develop courses Implement instruction Evaluate outcomes

11. February 10, 2003 lyon@tarleton.edu Analysis Phase Ensure broad participation – External – Internal Determine trends and influences – External – Internal

12. February 10, 2003 lyon@tarleton.edu Design Phase Determine program outcomes Develop curriculum plan – Curriculum Assessment plan (CAP) – Course sequence plan Link program outcomes to course development plans / master syllabi

13. February 10, 2003 lyon@tarleton.edu Development Phase Select course text(s) Develop course syllabus Develop learning activities Develop assessment tools Develop feedback mechanisms Ensure academic freedom

14. February 10, 2003 lyon@tarleton.edu Implementation Phase Instructional methods Learning activities Developmental feedback (classroom assessment techniques [CAT]) Formative student assessment Ensure academic freedom

15. February 10, 2003 lyon@tarleton.edu Evaluation Phase Course outcomes – (every semester) – Summative student assessment – Student evaluation of faculty – Enrollment data – Grade distribution reports

16. February 10, 2003 lyon@tarleton.edu Evaluation Phase Institutional Effectiveness (every three to five years) Purpose / mission Goals Achievements Program improvement

17. February 10, 2003 lyon@tarleton.edu Evaluation Phase Program outcomes (annual / bi-annual) – Enrollment data – Grade distribution data – CAP assessments External review CAP review and revisions Master syllabi review and revisions Course sequence plan review

18. February 10, 2003 lyon@tarleton.edu CB-ISD: CAP Curriculum Assessment Plan 1. Program purpose 2. Expected outcomes 3. Learning outcomes

19. February 10, 2003 lyon@tarleton.edu CB-ISD: CAP Curriculum Assessment Plan 4. Assessment procedures 5. Assessment responsibilities 6. Assessment findings use 7. Assessment cycle length

20. February 10, 2003 lyon@tarleton.edu CB-ISD: CAP Curriculum Assessment Plan 8. Outcomes matrix (competencies to courses) 9. References used 10. Program review recommendations

21. February 10, 2003 lyon@tarleton.edu CAP and IE Assessment Dimensions Student satisfaction Student academic development Student career development Student personal development

22. February 10, 2003 lyon@tarleton.edu CAP and IE Assessment Dimensions Faculty quality Community interaction Resource acquisition Organizational climate

23. February 10, 2003 lyon@tarleton.edu CAP and IE Assessment Dimensions Break into small groups Identify program assessment areas or topics for CAP Select one area or topic in each dimension State how CB-ISD processes may be used to ensure program assessment takes place

24. February 10, 2003 lyon@tarleton.edu …Academic Excellence Much more than an accreditation issue It’s about culture, inclusion, innovation, support, involvement, success Program evaluation may be one of our best compasses