Welcome… The attendee will understand assessment basics with a focus on creating learning activities and identifying assessment expectations. Apply the definition of formative assessment to a specific program Apply the definition of summative assessment to a specific program Design formative learning activities and experiences that are linked to course outcomes to measure student learning and progress (assessment FOR learning) Design summative learning activities and experiences that are linked to course outcomes to measure student learning and progress (assessment OF learning) Create Direct and Indirect data-collection methods utilized in each program used to assess student competency Identify the assessment expectation(s)/benchmark(s) as a result of the assessment process in each program area

Did you know that… “Students can learn better when their college experiences are not collections of isolated courses and activities but are purposefully designed as coherent, integrated learning experiences in which courses and out-of-class experiences build on and reinforce one another.” Suskie,

Assessment of Student Learning Higher Learning Commission defines assessment of student learning: Assessment of student learning is a participatory, interactive process that: provides data/information you need on your students’ learning engages you and others in analyzing and using this data/information to confirm and improve teaching and learning

produces evidence that students are learning the outcomes you intended guides you in making educational and institutional improvements evaluates whether changes made improve/impact student learning and documents the learning and your efforts Assessment of Student Learning

Drivers of Assessment Learning-centered paradigm Requirements for accreditation Discipline/program accreditation Accountability Support for faculty and students to improve their performance

Assessment Cycle Assessment cycle is an on-going process of: establishing clear, measurable expected outcomes of student learning or service. (established learning goals/expected learning outcomes) ensuring that students or service users have sufficient opportunities to achieve those outcomes. (provide learning opportunities/curriculum map)

As well as… analyzing and selecting assessment methods used to monitor the alignment of the curriculum with the student learning outcomes. (assessment methods used: Direct and Indirect) Assessment Cycle

And… systematically gathering, analyzing, and interpreting evidence to determine how well student learning or service matches our expectations. (assess student learning/expectations/benchmarks) using the resulting information to understand and improve student learning or service. (use the results/improvement plan) Assessment Cycle

EXPECTED LEARNING OUTCOMES LEARNING OPPORTUNITIES (CURRICULUM MAP) METHODS USED TO ASSESS STUDENT COMPETENCY DIRECT/INDIRECT ASSESSMENT EXPECTATIONS/BENCHMARK HOW RESULTS WILL BE USED (IMPROVEMENT PLAN) Adapted from: Assessment Cycle

Linking Assessments to Curriculum In linking assessment to curriculum, assessment demonstrates what students know and are able to do, thus, this becomes the ACHIEVED curriculum—what the assessment data says that students know and are able to do.

Quantitative Assessments Use structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically: GPA Grades Exam scores Standardized test scores Standardized teaching scores

Qualitative Assessments Use flexible, naturalistic methods and are usually analyzed by looking for recurring patterns and themes: Ethnographic studies Exit interviews Participant observations Writing samples Open-ended questions on surveys and interviews

Formative Assessment Informal product or performance designed to provide student with instant feedback for self-monitoring of strengths and weaknesses of personal learning expectations. “Assessment FOR learning”

Summative Assessment Formal product or performance designed to inform student and others about personal achievement regarding learning expectations. “Assessment OF learning”

Formative vs Summative FORMATIVE SUMMATIVE Improve teaching and learning (or service and satisfaction) Used while learning is taking place Focus on feedback and adjustment Document learning or service and satisfaction Occurs at the end of a course or service period Focus on sum or total with little feedback

Assessments in 2004 PERFORMANCE TRADITIONAL Students asked to demonstrate skills Authentic assessments – ‘real-life’ tasks Field experiences Studio assignments Projects Research papers ‘Blue Book’ essay questions Oral examinations Controlled and timed exam setting Objective tests

Assessments in 2009 CONTEMPORARY TRADITIONAL Carefully aligned with goals, the most important information students must learn Focused on thinking and performance skills Developed from research and best practices on teaching and assessment Often planned and implemented without considering learning goals Often focused on memorizing knowledge – low on Bloom’s Taxonomy Frequently poor quality tests without consideration of mastery of subject

Assessment at the Program Level Embedded course assignments Capstone experiences Field experiences Portfolios Certification tests Common Student Learning Outcome Rubric

Direct & Indirect Evidence of Student Learning Data-collection methods for assessment purposes typically fall into two categories: direct and indirect. Direct evidence of student learning comes in the form of a student product or performance that can be evaluated. Indirect evidence is the perception, opinion, or attitude of students (or others). Both are important. But, indirect evidence by itself is insufficient. Direct evidence is required. Ideally, a program collects both types.

Types of Evidence DIRECT INDIRECT Tangible, visible, self- explanatory, compelling and acceptable Scores/pass rates on licensure/certification exams Portfolios of student work Capstone experiences Less convincing indicators Grades Student self-ratings Student/Alumni satisfaction with learning Honors, awards, scholarships

Types of Direct Data-Collection Methods

Direct Data-Collection Methods

Types of Indirect Data-Collection Methods

Indirect Data-Collection Methods

Guidelines for Selecting Assessment Methods The evidence you collect depends on the questions you want to answer… 1. Does the program meet or exceed certain standards? 2. How does the program compare to others? 3. Does the program do what is sets out to do? 4. How can the program experience be improved? Using these assessment questions to guide method selection can help your data collection priorities. Adapted from Volkwein, J., Program evaluation and assessment: What’s the question? (1996).

Use multiple methods to assess each learning outcome Include both direct and indirect measures Include qualitative and quantitative measures Choose assessment methods that allow you to asses the strengths and weaknesses of the program…finding out what is working well is only one goal of program assessment Adapted from Umass Amherst, OAPA Handbook, Program-Based Review and Assessment Guidelines for Selecting Assessment Methods

Your Turn…

Student Competency Assessments - Direct Methods DIRECT METHODSEXAMPLES

Student Competency Assessments - Indirect Methods INDIRECT METHODSEXAMPLES

Questions? Comments? Thank you for Attending!

Reminder Evaluation Measures (with Guest Speaker Dr. Henry Oh) Wednesday, April 20 4 – 6 pm Thursday, April 21 8 – 10 am and 12 – 2 pm