Assessment: A Mirror with 2 Faces Accountability Reflective Practice

You cant manage what you cant measure.

Program Review: A Discovery Process A Circle that Never Ends Purpose: To assist faculty and staff in providing high demand, quality programs that remain responsive to the needs and interests of students, the workplace, and relevant baccalaureate programs in our region.

Its a Means to an End Not a Deficit Model Purpose: Something we all care about. No assumption that program doesnt measure up – or even needs improvement. About students – having what they need and deserve. Providing instruction Producing Learners

Program Review Authentic Formative Assessment

Assessment Cycle INFORMATION COLLECTION REASSESSMENTANALYSIS (and then perhaps more info. collection) CHANGE PLANNING (problem solving)

Assessment is a Team Sport

Academic Program Review: The Middlesex Process

The Participants Individuals or committees Share a passion for their program and teaching Pre-conceived notions of problems/solutions Attitudes toward assessment

The Program Review Questions Data Discovery and More Questioning Organization Phase

The Document Itself: Major Components Data Elements: Enrollment, Academic Progress, Retention, Transfer, Employment Mission and Goals, including Special Populations, External Input, Recruitment Curriculum - Outcomes-Based Skills and Competencies Scope and Sequence Core Requirements Developmental Courses Workbased-Learning Teaching Methodologies Assessment Strategies Desired/Anticipated Revisions

Instructional Support Staffing Support Services Facilities Professional Development Budget Additional Areas of Inquiry Strengths, Weaknesses, Plans for Revision

Data Enrollment Academic Progress Retention Student Population Student Transfer Student Employment Surveys Focus Groups

Curriculum skills competencies understandings learning experiences requirements assessment

Examples: Question 11 Major Educational Outcomes of the Academic Support Services y Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning. y Students who participate regularly in the Academic Support Services acquire the skills to evaluate their strengths and weaknesses. y Students who participate regularly in the Academic Support Services acquire the skills to articulate what they have learned. y Students who participate regularly in the Academic Support Services acquire the skills to formulate and achieve their own educational and vocational goals.

11. Please indicate below the major educational outcomes for students enrolled in this program, how each outcome is attained (i.e., through a specific named course, activity, or project) and how the attainment of each outcome is assessed. Five to ten major programmatic outcomes should be listed. If there is nothing currently in place that is intended to provide for the attainment of a particular outcome or to assess the extent to which the outcome has been realized, please leave the appropriate space blank. The blanks will help to identify areas that need further development. Student Outcome/Competency Assessment Criteria and Methods What should the student be able to do? (Performance/knowledge expectations for program graduates listed in student outcome terms.) What activities/ assignments will enable the student to achieve it? (If the strategy is contained within a particular course, please list the course first, with the relevant activity or activities listed next to each course.) How do the instructor and student know that the competency has been achieved? How is the students performance judged? Strategies for Attainment Section III:Curriculum

Student Outcomes/ Competencies Strategies for Attainment Assessment Criteria and Methods Student applies previewing skills when reading articles. Student is encouraged to identify the title, locate headings and subheadings, identify bold face, illustrations, graphic aids, chapter questions, and summaries. Student can describe the contents of the article, making specific references. Student determines the main idea of a paragraph. Student finds the sentence that tells what the whole paragraph is about if the main idea is stated. Student lists supporting details and generates his/ own sentence if the main idea is not explicitly stated. Student is successful, on practice quizzes, identifying the main idea or creating one when the main idea is not present. READING Objective 1: Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning.

Start to Finish... ParticipantsProgram Program Review Document Questions Data Discovery/Questioning Strengths Weaknesses Recommendations Plans for Improvement Organization Phase

Discovery and Questioning Statements are Supported by Data New Questions Emerge More Information is Gathered Data and Information Determine the Recommendations Reaching Consensus

Organization Phase

I Meeting with Provost Celebration of Effort and Achievement Supportive Discussion of Implementation of Plans for Improvement

Follow-Up II.I. D. of Action Plans, Time Lines, Budget Requests II.Budget Follow-through III.Action Plan Follow-up

Improving Teaching and Learning Revise teaching strategies to improve student achievement Revise course content to assure appropriate attention to areas that need increased attention Replace or revise courses, programs, services Change sequence of courses Add a requirement or required course Enhance the advising process Increase focus throughout the co-curriculum Increase/enhance support services (Jeffrey Seybert, Johnson County Community College)

You cant manage what you cant measure.

Assessment Cycle INFORMATION COLLECTION REASSESSMENTANALYSIS (and then perhaps more info. collection) CHANGE PLANNING (problem solving)