Assessment 101: Back-to-Basics An Introduction to Assessing Student Learning Outcomes

Overview Topics and Goals of Workshop ä Definitions of Assessment ä Benefits of Assessment ä Assessment Myths and Misconceptions ä Essential Components of an Assessment Plan ä Basic Steps in Implementing Assessment ä Guidelines for Good Assessment Practice ä Assessment Resources

Definitions of Assessment A Background Knowledge Probe ä How would you define assessment? (origins of your personal definition?) ä What words comes to mind when you hear the term ‘assessment’? ä What benefits could you foresee in undertaking assessment? ä What concerns or misgivings do you have about assessment?

Definitions of Assessment A Formal Working Definition (AAHE, ‘95) ä Assessment is an ongoing process aimed at understanding and improving student learning ä It involves ä making our expectations explicit and public; ä setting appropriate criteria and high standards for learning quality; ä systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and ä using the results to document, explain, and improve learning and performance

Definitions of Assessment (key underlying questions) ä What do you expect students to know, to be able to do, and to value as a result of completing your program? ä Do your students know, do, and value these things-- are they learning what you want them to learn (and how do you determine this) ? ä If they do NOT know, do, and value these things, how could your program be changed to improve their learning?

Definitions of Assessment A Glossary of Related Terms ä Measurement ä Assessment ä Assessment as Process, as Description ä Evaluation ä Other Key Terms and Distinctions ä Goals, Objectives, Outcomes ä Student Learning Outcomes Assessment ä Direct vs. Indirect Measures of Learning ä Program Assessment, Program Evaluation

The Benefits of Assessment (To the Key Stakeholders in the Process) ä To accreditation commissions & state legislators… ä To administrators... ä (admissions, career services, curriculum and educational policy, development, marketing, retention) ä To faculty members… ä To graduate training programs and employers... ä To parents… ä To students… ä (prospective, current, exiting, alumni)

The Benefits of Assessment (What’s in it for Faculty Members?) ä Helps us focus our collective attention & examine our assumptions ä Helps us better understand what is taught and learned at various points in the curriculum ä Helps create a shared culture dedicated to assuring/improving the quality of higher education ä Reduces unnecessary duplication of teaching efforts; unnecessary time in and outside classroom ä Better equips us to hold students accountable for prior educational experiences

Assessment Myths and Misconceptions ä It’s a Passing Fad ä It’s Not My Job or Concern ä You Can’t Assess What We Do in Academe ä I Already Assess, I Call it ‘Grading’ ä I Don’t Have the Time to Do Assessment ä I Don’t Have the Expertise to Do Assessment ä Assessment Might Reveal “Bad” News

Essential Components of an Assessment Plan ä Goals, Objectives, Intended Outcomes ä Methods,Techniques,Target Groups ä Time Line ä Provisions for Administration of Plan ä Provisions for Use/Sharing of Findings ä Evaluation of the Assessment Program

Basic Steps in Assessment (What to do and when to do it)  State the broad educational purposes and goals of your program  Specify objectives and intended learning outcomes  Select appropriate methods, establish criteria  Gather assessment data  Interpret findings and report to audiences  Identify and implement strategies for change  Revise assessment objectives, criteria, and methods, etc., as appropriate

Basic Steps in Assessment: Preliminary Questions ä What “unit(s)” are you assessing? ä Major, minor, general education program, specific area/course ä What is the mission of the (program)? ä Catalog lists institutional mission and goals ä Catalog may reveal program mission and goals ä Consult specific national organization ä Consult with program colleagues ä Who is your audience? How will findings be used? ä NCA, Faculty,Parents/Students, Committee

Guidelines for Good Practice What NCA Evaluators Expect ä Links to Mission, Goals, Objectives ä Involvement of All Segments of Campus ä Multiple Measures; Assessment of Cognitive, Behavioral, Affective Domains of Learning ä Evidence of Use in Improving Programs ä Ongoing Assessment & Re-Evaluation of Assessment Program ä Link Assessment to Planning/Budgeting Process

Guidelines for Good Practice Some Final Words of Wisdom ä Choose 3-5 objectives to drive assessment ä Choose methods wisely ä Pilot test ä Assess only what you intend to use ä Assess at key decision points ä Make appropriate use of existing resources ä Keep it simple

Assessment Resources ä Books ä Palomba, C.A. & Banta, T.W. (1999). Assessment Essentials, San Francisco: Jossey-Bass ä Nichols, J. O. (1995). The departmental guide and record book for student outcomes assessment and institutional effectiveness. New York: Agathon Press. ä Banta, T.W., et al. (1996). Assessment in Practice. San Francisco, Jossey-Bass. ä Web Sites ä ä ä Local Resources

Need Help? On Which Topic(s)?: Check all that apply ä Involving/Motivating Faculty, Staff, and/or Students ä Developing Broad Program Purposes and Goals ä Developing Objectives and Intended Learning Outcomes ä Methods of Assessment and Criteria for Success ä General Guidelines For Selecting Measures ä Strengths and Weaknesses of Various Methods ä Choice & Implementation of a Specific Method ä Analysis and Interpretation of Assessment Findings ä Means of Reporting and Using Assessment Information ä Other (Development of Timelines, Administrative Provisions) ä Optional (Name or Program: )

Concluding Remarks: One-Minute paper ä What is the most important thing you learned today about assessment? ä What remains most unclear or confusing to you about assessment at this point?