YSU OFFICE OF ASSESSMENT OCTOBER 9 & 10, 2012 Assessment Plans 1

Goals of Workshop Current assessment context Assessment plan evaluation process Overview of new Higher Learning Commission Criteria Review key items on the assessment plan template Walk through new online reporting form 2

Assessment Context 3

Accreditation Context  Last year participating in the Higher Learning Commission’s (HLC) Academy for the Assessment of Student Learning  New HLC Criteria effective January 1, 2013 Quality of Assessment Processes  Strengths  Excellent participation LO review (100%), curriculum maps (95%)  Quality/participation in reporting process improving over time – but 100% needed  Challenges  Continuous collection of data (no years off!)  Stepping back for the big picture—what is the impact on learning? 4

Academic Plan and Report Quality 5

Assessment Process Review Process  Focused rubric – emphasis on assessment priorities  Team of 2 reviewers:  Assessment Council Member  Assessment volunteer – good service opportunity  Final review by Director  Feedback via and/or meeting  Strengths of plan or report  Suggestions for next year  Revisions, if needed  Quality levels  Exemplary, proficient – high quality  Progressing – developing expertise  Inadequate – request revision 6

Assessment Process, cont. Assessment Reporting Priorities  Focus on use of data  Reflect on changes and impact on learning  Continuous data collection (i.e. every year!)  Streamline reporting – focus on process vitality, not form What’s New This Year  Online reporting  Fewer questions  Focused rubrics on priority areas Future Goals  Longer reporting cycle  Possible integration with program review 7

Keeping a Student Learning Archive Accreditation Archives  Departments need to keep a student learning archive for 10 years  Plan and report submissions kept in OOA for 10 years 8 Archive Examples Summaries of data on student learning Representative student work examples at different performance levels Student work evaluation criteria, e.g., rubrics Assessment plans and reports Newsletters Website screenshots Meeting minutes on assessment

HLC New Criteria for Accreditation New Criteria at: Guiding Values, includes: 1. Focus on student learning 4. Culture of continuous improvement 5. Evidence-based institutional learning and self-presentation 9. Mission-centered evaluation The Five Criteria 1. Mission 2. Integrity: Ethical and Responsible Conduct 3. Teaching and Learning: Quality, Resources, and Support 4. Teaching and Learning: Evaluation and Improvement 5. Resources, Planning, and Institutional Effectiveness 9

New HLC Criteria Relevant to Practice 4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. 10

New HLC Criteria Relevant to Practice, cont. 3A2: The institution articulates and differentiates learning goals for its undergraduate, graduate, post- baccalaureate, post-graduate, and certificate programs. 3A3: The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality). 5C2: The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting 11

Upcoming Assessment Workshops Developing an Assessment Plan Wednesday, October 10 th, 1-2 pm Completing the Assessment Report Tuesday, October 9 th, 1-2 pm Wednesday, October 10 th, am Note: workshops/forms overlap 12

Assessment Plans Assessment Reports Plans and methods to cover all SLOs in 3-4 year cycle Criteria for at least the 1 st year Plans for sharing results with major stakeholders Data from previous year Two methods and data summary for two SLOs Analysis of student learning for strengths and challenges Action steps based on data Sharing of data and results Assessment Plans vs. Reports 13 Both Plans and Reports: Engagement of faculty Impact on learning from previous action steps

EVERYTHING TO KNOW BUT DIDN’T WANT TO ASK Completing the Assessment Plan Form 14

Assessment Templates Section 1: Identifying and Contact Information Section 2: Outside Accreditation Section 3: Assessment and Evaluation of Student Learning Outcomes Section 4: Use of Data 15

Sections 1 &2: Identifying/Accreditation Information 16

Sections 1 &2: Identifying/Accreditation Information Degree ProgramDegree LevelProgram Tracks Political ScienceBAGeneral Foreign Affairs Public Management Teacher EducationBSEdEarly Childhood Middle Childhood Secondary Career/Technical Multi-age BiologyBAn/a BiologyBSn/a Medical CodingCertificaten/a 17 Save time and fill out only online! Note the difference between degree, program, and track:

Section 3: Assessment and Evaluation of Student Learning Outcomes 18

Section 3: Learning Outcomes 1. List all the student learning outcomes (aka SLOs) your department has determined for this program Reminder: If you are developing or revising SLOs, they should be short, measurable, and focused on one skill or knowledge set Example: 19 Good ExampleWeak Example Students will explain the difference between major types of rocks. Students will compare and contrast the characteristics of the major types of rocks in order to differentiate amongst categories.

Tips on Writing Learning Outcomes Stronger Learning Outcomes:  Include action verbs  Reflect higher-order thinking/skills  Are measurable  Differentiate the unique aspects of student learning in each degree program  Are simple and clear (and not too generic)  Include a reasonable number of learning outcomes  Articulate the level of learning expected (see Bloom’s taxonomy verb reference sheet at: nt/assessmentpractices/referencem aterials/documents/Blooms%20Tax onomy%20Action%20Verbs.pdf) Weaker Learning Outcomes:  Describe program outcomes rather than student learning outcomes  Are too vast/complex/too wordy  Include multiple outcomes in one learning outcome (watch for “and)  Are too basic  Are not measurable  Describe activities or work products rather than describe what students will learn  Do not differentiate between different levels (associate, bachelor, master, certificate)  Can be reduced in number 20

Section 3: SLO Cycle 2. What is the timeline for assessing all the student learning outcomes over a multi-year cycle? Typically a 3-4 year cycle If you have a great number of SLOs (e.g., 10+):  If because of accrediting bodies, we can work with you to find best cycle length  We can work with your department to reduce number through consultation If you have an odd number of SLOs, the last year may have only one SLO 21

B.A. in Physics B.S. in Physics 1. Students will learn to model physical systems and interpret experimental and theoretical results. 2. Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. 3. Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results. 1. Students will learn to model physical systems and interpret experimental and theoretical results. 2. Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. 3. Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results. 4. In addition to the learning outcomes for the B.A. Program in Physics, students of the B.S. program in Physics will further learn to apply the concepts of Electrodynamics and Quantum Mechanics to solve problems and predict numerical results. Section 3: When SLOs Overlap 22

Section 3: Sample SLO Cycle Year of Cycle B.A in PhysicsB.S. in Physics Year One 1.Students will learn to model physical systems and interpret experimental and theoretical results. 2.Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. 1.Students will learn to model physical systems and interpret experimental and theoretical results. 2.Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. Year Two 1.Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results. 2.In addition to the learning outcomes for the B.A. Program in Physics, students of the B.S. program in Physics will further learn to apply the concepts of Electrodynamics and Quantum Mechanics to solve problems and predict numerical results. 23

Section 3: Assessment methods 3. What methods will you use to assess student performance? Describe two methods for each student learning outcome. Methods should include:  where it will be administered (e.g., capstone)  Performance criteria (Y1) or plan for development (Y2 and on) Same method can span multiple SLOs (e.g., don’t need 10 methods for 5 SLOs) Map methods to timeline:  Example: LO 1 (writing, Y1): capstone project assessed with rubric (attachment A); research methods final paper assessed with rubric (attachment B) Must use one direct measure per SLO 24

Assessment Method Definitions 25 TermDefinitionExamples Direct Measure Direct measures provide for the direct examination or observation of [staff, faculty, student] knowledge or skills against measurable learning outcomes In-class/embedded assignments, oral presentations, performance appraisals, internship supervisors’ evaluations, behavioral observations, etc. Indirect Measure Indirect measures of learning that ascertain the opinion or self ‐ report of the extent or value of learning experiences Written surveys, exit and other interviews, archival records, focus groups, etc. Performance Criteria Specific, measurable statements identifying the performance(s) required to meet the outcome; confirmable through evidence. Standards, rubrics*, specifications, outcomes, metrics, objectives, *For an example of rubrics, see the AAC&U’s VALUE Rubric Project:

Section 4- Use of Data 26

Section 4: Sharing Results 4. How will you share the results of the data discussed in section three with your students, your college, and other stakeholders? Include both internal and external stakeholders Examples:  Students’ review of aggregate data  College wide assessment committees  Discuss in advisory group meeting  Share with foundational subject departments (e.g., Engineering Dept. shares findings with Mathematics Dept.) 27

Section 4: SLOs and Curricular Maps 5. How did the assessment activities in (i.e., reviewing learning outcomes and completing curriculum maps) impact your program? No correct answer; just experience of departments Questions to consider:  Did you streamline learning outcomes?  Did they foster faculty discussion?  Were gaps in learning or assessment practices uncovered?  Did you find more efficient ways to collect data? 28

Section 4: Impact on Learning 6. In the past several years (e.g., ), you have analyzed data and identified action steps for learning outcomes. Considering action steps from previous years, what has been an impact on student learning as a result of (one of) those action steps? Refer to past assessment reports ( ) Focus on how action step impacted student learning Do not need specific supporting data, just professional judgment at this stage 29

Section 4: Engaging Faculty 7. How is your department working to engage all faculty in the assessment process? All department faculty should be meeting at least once per year to discuss assessment results and decide on action steps Collective responsibility Not just one person’s job 30

Section 4 Questions 8. Optional: Is there anything else you would like to share and is there any particular area that you want feedback on that would assist you? Is there more to “the story” than reflected in the plan? Something the Office of Assessment or Assessment Council can assist you with? Examples:  Involving students in review of data  Increasing faculty participation 31

web.ysu.edu/assessment/templates 32

Template Submission link web.ysu.edu/assessment/templates

New Online Reporting Form Online Assessment Plan Submission Form: Note: if you have new or revised undergraduate learning outcomes, they should also be sent to Jean Engle at 34

TO VIEW ASSESSMENT PLAN OR REPORT FORMS AND SCORING RUBRICS, AS WELL AS THIS PRESENTATION, VISIT: CONTACT INFO: HILLARY FUHRMAN, X2453 OFFICE OF ASSESSMENT, X2014 Thank you for your participation! 35