If you don’t know where you’re going, any road will take you there.

 It gives you a headache.  Lisa Clark already knows everything!  Because you could be sleeping right now.

ASSESSMENT EVALUATION  The process of documenting knowledge, skills, attitudes, beliefs.  Refers generally to all activities used to help students learn, and to gauge student progress.  Much of this takes place in/about the classroom.  The process of demonstrating the worth or value of something.  Refers mainly to information about a program or some aspect of a program in order to make some decisions.  Much of this takes place in offices, departments, programs, and about activities and events.

 A student’s current knowledge and skills  Student performance on assignments, exams  The degree to which student learning outcomes have been achieved

 The strengths and weaknesses of a program  The relevance, effectiveness of a service  The process of doing something  Progress toward meeting stated goals

 Most offices are evaluating their programs and services.  So let’s focus on evaluation.

... is not about proving the success or failure of a program. ... is about asking relevant questions and finding information that answers those questions. ... is about remaining open to continuing feedback and making adjustments accordingly.  So, what kinds of questions should we ask?

 Goals -based - is your program/office achieving its overall predetermined goals?  Process -based – how does your program/office really function? What are its strengths and weaknesses?  Outcomes -based – is the program/office providing the desired benefits to its clients?  Needs assessment – what problems or critical needs affect performance?

 Assemble a team  Ask questions  Develop a plan; determine approach  Collect information  Analyze the information  Make recommendations  Implement changes

QUANTITATIVE DATAQUALITATIVE DATA  Objective, unbiased  Numbers  Statistical analysis  Search for measurable, observable data; statistically significant changes  Subjective, biased  Perceptions, attitudes  Analysis, greater understanding of subjective experiences  Search for themes, trends

QUANTITATIVE QUALITATIVE  Daily Counter  Tutor contacts  Frequency and type of contacts  Final grades of students who used ASC services  Evaluation of Tutorial Services Form  Academic Support Center Survey  Faculty Survey of ASC Services  Strengths, weaknesses of the services

STEPS IN THE PROCESS CONCRETE EXAMPLE  Assemble a Team  Ask a question  Determine approach  Collect information  Analyze information  Make recommendations  ASC Faculty, Staff, Tutors  Do we have sufficient and effective tutorial services policies and procedures?  Needs Assessment was chosen, but other approaches would have worked, too  Feedback from Learning Specialists, Tutors, Students  Discuss Feedback  Recommend revisions to existing P and P Manual