1. Assessment of Technology at the UW March 15, 2002 Nana Lowell, Director Office of Educational Assessment University of Washington

2. Office of Educational Assessment (OEA) Created in 1973-4 Report to Dean of Undergraduate Education Primarily self-sustaining 22 staff members, 18 FTE Operations:Research: Testing Test Scoring Course Evaluations Program Evaluation Assessment Research Support

3. University of Washington (UW) Urban R1 institution 16 schools and colleges Three campuses: Seattle, Bothell, Tacoma Enrollment: 25,987undergraduate 8,428graduate 1,724professional 36,139total

4. UW Ethnic Breakdown African American678160418792 Asian American5,8886973326,91719 Hispanic American935185481,1683 Native American31874294211 All Other18,0267,3001,27826,60474 UndergradGradProfTotal% Total35,989100

5. Multiple Stakeholders Students -- accessibility of online resources (administrative, library, learning), dev’t of info/tech skills Faculty -- accessibility of online teaching resources, technical/pedagogical support Administration -- instructional program effectiveness, allocation of resources State -- instructional program effectiveness, allocation of resources

6. Multiple Actors Student Technology Fee Committee Faculty Council on Instructional Quality The Libraries Program for Educational Transformation Through Technology Ed Tech Development Group Student Access and Computing Group

7. Role of OEA Supplement assessment capabilities of other constituencies Facilitate communication, coordinate assessment efforts Initiate and carry out collaborative assessment at multiple levels

8. Recent Assessment of Tech at UW Very Specific Evaluation of individual classes General Access Computing Labs surveys (periodic) Broader UWired, PETTT initiatives Student Technology Fee survey (Sp 02) Faculty Survey on Instructional Technology (Wi 01) Library User Surveys (triennial) of students and faculty Very Broad Assessment surveys (biennial) of current students and grads UW Study of Undergraduate Learning (UW SOUL) Statewide assessment of post-secondary learning outcomes

9. Variety of Types/Sources of Data Questionnaires, both hardcopy and online, with closed and open-ended questions Student records, esp. grades, gpa, retention Interviews Focus groups Student portfolios

10. Basic Assumptions The purpose of educational assessment in the broadest sense is to provide information to enable the improvement of teaching and learning. In be effective, the assessment approach taken (general strategy, research design, instrumentation, analysis and reporting) must fit the institutional context and information needs of the stakeholders. The more specific the focus the simpler the assessment approach. Broad studies require multiple measures and multiple types of measures over time -- outcomes are generally complex and abstract. Can develop from simple to complex or vice versa. Start from where you are.

11. Information/Tech Literacy Example Goal: to build an integrated assessment process from individual courses through institution level outcomes Classroom assessment of student learning (tests) Current state of affairs: working with individuals and groups on separate projects Student and graduate self-ratings of ability (surveys) Student reflections on their learning (interviews) Assessment of student portfolios (rubrics) Next step: integrate info/tech literacy in A&S curriculum