Competency-based Instructional System Design: A Model for Program Assessment 3 rd Annual Texas A&M Assessment Conference Barbara Lyon, Ed.D., SPHR Tarleton State University

February 10, 2003 Today’s Activities Agenda Roles Rules Outcomes

February 10, 2003 Key Assessment Measures Efficiency – Doing things right - Effectiveness – Doing the right things -

February 10, 2003 Higher Education Assessment Task Complex Multi-dimensional

February 10, 2003 Higher Education = V 3 + C 3 V 3 – Volume – Velocity – Values C 3 – Climate – Complexity – Consequences

February 10, 2003 Teaching Students to Think S 3 Necessary ability in the workplace Common higher education task Levels of Cognition – Simple – Systematic – Strategic

February 10, 2003 Planning and Institutional Effectiveness Define collegiate education purpose (mission) Establish goals consistent with institution’s purpose Evaluate achievement through established procedures Implement program improvement activities

February 10, 2003 Assessment Levels Student Classroom Course Program College Division Institution

February 10, 2003 Program Assessment—Missing? Student Classroom Course Program College Division Institution Program

February 10, 2003 Competency-based Instructional System Design Analyze requirements Design objectives Develop courses Implement instruction Evaluate outcomes

February 10, 2003 Analysis Phase Ensure broad participation – External – Internal Determine trends and influences – External – Internal

February 10, 2003 Design Phase Determine program outcomes Develop curriculum plan – Curriculum Assessment plan (CAP) – Course sequence plan Link program outcomes to course development plans / master syllabi

February 10, 2003 Development Phase Select course text(s) Develop course syllabus Develop learning activities Develop assessment tools Develop feedback mechanisms Ensure academic freedom

February 10, 2003 Implementation Phase Instructional methods Learning activities Developmental feedback (classroom assessment techniques [CAT]) Formative student assessment Ensure academic freedom

February 10, 2003 Evaluation Phase Course outcomes – (every semester) – Summative student assessment – Student evaluation of faculty – Enrollment data – Grade distribution reports

February 10, 2003 Evaluation Phase Institutional Effectiveness (every three to five years) Purpose / mission Goals Achievements Program improvement

February 10, 2003 Evaluation Phase Program outcomes (annual / bi-annual) – Enrollment data – Grade distribution data – CAP assessments External review CAP review and revisions Master syllabi review and revisions Course sequence plan review

February 10, 2003 CB-ISD: CAP Curriculum Assessment Plan 1. Program purpose 2. Expected outcomes 3. Learning outcomes

February 10, 2003 CB-ISD: CAP Curriculum Assessment Plan 4. Assessment procedures 5. Assessment responsibilities 6. Assessment findings use 7. Assessment cycle length

February 10, 2003 CB-ISD: CAP Curriculum Assessment Plan 8. Outcomes matrix (competencies to courses) 9. References used 10. Program review recommendations

February 10, 2003 CAP and IE Assessment Dimensions Student satisfaction Student academic development Student career development Student personal development

February 10, 2003 CAP and IE Assessment Dimensions Faculty quality Community interaction Resource acquisition Organizational climate

February 10, 2003 CAP and IE Assessment Dimensions Break into small groups Identify program assessment areas or topics for CAP Select one area or topic in each dimension State how CB-ISD processes may be used to ensure program assessment takes place

February 10, 2003 …Academic Excellence Much more than an accreditation issue It’s about culture, inclusion, innovation, support, involvement, success Program evaluation may be one of our best compasses