1. Note: Because of slide animation, this ppt is intended to be viewed as a slide show.  While viewing the ppt, it may be helpful to obtain a sample Core Assessment Plan (pdf) & an Assessment Plan Template (in Word). These are both available under Forms: Assessment Plan Templates

2. Creating A Quality Core Curriculum Assessment Plan An Overview

3. Overview  Defining Assessment  Instructional Cycle  Common Problems with Assessment  Overview of Assessment Process  5 Steps in the Assessment Process  Next Steps

4. Assessment is “… [t]he systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.” Ted Marchese In this context, the “educational program” is the Core Curriculum. How do we collect quality data? What is our process for reviewing & using the data? Although we are required to assess for SACS accreditation, that is not the most important reason.

5. Instructional Cycle (Closing the Loop) PlanCollect Record/ Reflect Act Focus of this ppt

6. Common problems with assessment Lack of clearly defined student learning objectives (SLOs) or assessment method Limited, inappropriate, or immature data Inappropriate use of data for course improvement

7. 5 Steps in the Assessment Process Assessment Plan (Steps 1-3)  Step 1: Define Student Learning Outcomes  Step 2: Determine Assessment Methods & Frequency  Step 3: Set Criteria & Timetable Assessment Report add to Plan  Step 4: Collect & Analyze Data  Step 5: Use the Results ("Close the loop")

8. Step 1. Student Learning Outcomes (SLOs)  Statement of what we think our students should know, do, think after taking the class  Observable behaviors or actions that students will demonstrate  Specific & measureable  Address state-mandated component requirements & objectives

9. High quality SLOs are the foundation of a strong assessment plan. For more detailed direction regarding SLOs, see Creating Quality Student Learning Outcomes.

10. Step 2. Quality Assessment Methods Think of the assessment method as the yardstick that will be used to measure each learning outcome.

11. Step 2. Quality Assessment Methods...  Must be related to the outcome being measured. For example, it is not possible to measure oral communication with embedded test questions.  Are techniques used to directly measure student attainment of stated learning outcomes.  Describe the data source (i.e., embedded exam questions, rubrics).

12. Course grades are not appropriate. Indirect measures are not sufficient.

13. Course grades are not sufficient because they often …  contain other criteria beyond learning outcomes such as  participation,  attendance  etc.  reflect various grading scales  do not provide enough detailed information about what students actually learned

14. Direct vs Indirect Assessment Methods Direct Assessment Directly measures student learning Ex’s include:  Embedded Test Questions  Rubrics Indirect Assessment Measures student perception of learning Ex’s include:  Surveys  Focus groups  Student self-ratings  Honors, awards

15. For Core Curriculum??? DIRECT

16. Step 2. Quality Assessment Methods Clarify the assessment method and tool What are the specific rubric criteria or embedded exam questions that address the SLO identified in step 1? Include them in the assessment plan.

17. Quality Assessment Requires Consistency & Evenness Across Sections  There should be faculty consensus across course sections regarding the specific SLOs, as well as the embedded exam questions &/or rubric criteria.  Only with consistency & evenness in the course and assessment method is it possible to evaluate SLOs across the entire course.

18. Step 2. Quality Assessment Methods & Frequency Which sections will be assessed & how often? (EX: Odd numbered sections assessed annually) N OTE : Every core course must be assessed at least once per year but not necessarily every section of every course. Departments are encouraged to assess courses only in the regular semesters and avoid summer assessment.

19. Step 3. Set Criteria & Timetable Criteria  What is the benchmark for student success?  Specific & measureable = useful Timetable  Set a schedule for data collection.  Fall only?  Spring only?  Both Fall & Spring terms?

20. Assessment is about... A continuous hunt for ways to improve student learning. The journey, not a destination.

21. Next Steps Review Guidelines for a Well-Written Proposal. Under Forms: Assessment Plan Templates: Review a sample Core Assessment Plan Obtain an Assessment Plan Template (in Word).