ASSESSMENT SYED A RIZVI INTERIM ASSOCIATE PROVOST FOR INSTITUTIONAL EFFECTIVENESS

4/4/2014 SYED A RIZVI 2 It helps faculty/staff making decisions to improve programs. Useful PROGRAM-LEVEL ASSESSMENT-MSCHE’S EXPECTATIONS Not a second job for faculty/staff. Keep it Simple. Cost-effective Should use multiple measures including direct measure(s). Reasonably accurate and truthful Should be well-planned and on-going. Not a one-time show. Planned, systemized, and sustained

4/4/2014 SYED A RIZVI 3 SOME USEFUL DEFINITIONS Performance Indicator (PI): Expected outcome that demonstrates the achievement of a goal. A goal may have multiple PI’s. Course objectives may serve as the performance indicators for a program goal.

4/4/2014 SYED A RIZVI 4 An understanding of ethical (and professional) responsibility Goal 1.Demonstrate knowledge of appropriate code of ethics. Performance Indicators 2.Evaluate ethical dimensions of business practice (professional practice) of XYZ Corp (e.g. a part of a case study). SOME USEFUL DEFINITIONS (CONTINUED)

4/4/2014 SYED A RIZVI 5 Rubrics: They describe the expectations for student performance at each level of achievement of a goal being assessed. Effective Communication skills Goal SOME USEFUL DEFINITIONS (CONTINUED)

4/4/2014 SYED A RIZVI 6 Evidence of the ability to write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. Performance Indicator Let’s use four levels: (1) Unsatisfactory, (2) Developing, (3) Meeting expectations, (4) Exceeding expectations. Level of achievement SOME USEFUL DEFINITIONS (CONTINUED)

4/4/2014 SYED A RIZVI 7 A piece of writing that is written clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology; it demonstrates the ability to critique and improve one's own and others' texts. Performance Indicator SOME USEFUL DEFINITIONS (CONTINUED)

4/4/2014 SYED A RIZVI 8 UnsatisfactoryDeveloping Meeting expectations Exceeding expectations Writing is unclear and incoherent. Has many grammatical and spelling errors. Appears unable to use appropriate word processing software to prepare the document. Unable to critique. Writing is clear but loses coherence at times. Has some grammatical mistakes but very few spelling errors. The document appears to be prepared using appropriate word processing software. Offers some critiques but unable to improve the work. Writes clearly and coherently. Has a couple of grammatical mistakes but no spelling errors. The document appears to be prepared using appropriate word processing software. Offers critique and is able to improve one's own and others' texts. Writes clearly and coherently. Has no grammatical mistakes or spelling errors. The document appears to be prepared using appropriate word processing software. Offers very constructive critique and is able to improve one's own and others' texts. RUBRICS (HOLISTIC)

4/4/2014 SYED A RIZVI 9 CriterionUnsatisfactoryDeveloping Meeting expectations Exceeding expectations 1.Clear and coherent writing. Writing is unclear and incoherent. Writing is clear but looses coherence at times. Writes clearly and coherently. 2.Grammar and spelling. Has many grammatical and spelling errors. Has some grammatical mistakes but very few spelling errors. Has a couple of grammatical mistakes but no spelling errors. Has no grammatical mistakes or spelling errors. 3.Use of appropriate technology. Appears unable to use appropriate word processing software to prepare the document. The document appears to be prepared using appropriate word processing software. 4.Ability to critiques and improve writing. Unable to critique.Offers some critiques but unable to improve the work. Offers critique and is able to improve one's own and others' texts. Offers very constructive critique and is able to improve one's own and others' texts. RUBRICS (ANALYTICAL)

4/4/2014 SYED A RIZVI 10 Summative Assessment: Assessment performed at the end of a course or a program to capture the level of achievement of the appropriate goals at the end of the course or the program. Formative Assessment: Assessment performed while a student is progressing through a course or a program. The purpose of formative assessment is to identify areas that need improvement and provide appropriate feedback to the student.

4/4/2014 SYED A RIZVI 11 CURRICULUM MAP A curriculum map can be prepared with a varying degree of details. A few examples follow. A curriculum map indicates in which course(s) students are being prepared to achieve a program goal.

4/4/2014 SYED A RIZVI 12 CURRICULUM MAP: EXAMPLE I Program Goal (PG)/Performance Indicator (PI) ABC 123 ABC 223 ABC323 DCPFF/SDCPFF/SDCPFF/S PG: An understanding of ethical (and professional) responsibility 1.Demonstrate knowledge of appropriate code of ethics. YYFYNS 2.Evaluate ethical dimensions of business practices (professional practice) of XYZ Corp. YYFYNS PG: Effective communication skills 1.Read and listen critically and analytically, including identifying an argument's major assumptions and assertions and evaluating its supporting evidence. YYFYNS 2.Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. YYFYNS 3.Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. YYFYNS 4.Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. YYFYNS 5.Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation. YYFYNS PF: Instructor provides feedback on student’s work related to the performance indicator DC: Students are asked to demonstrate competence in the performance indicator F/S: Indicate whether the assessment in this course is formative or summative

4/4/ SYED A RIZVI 13 CURRICULUM MAP: EXAMPLE II Program Goal (PG)/Performance Indicator (PI) ABC 123 ABC 223 ABC323 DCPFLevelDCPFLevelDCPFLevel PG: An understanding of ethical (and professional) responsibility 1.Demonstrate knowledge of appropriate code of ethics. YYIYNA 2.Evaluate ethical dimensions of business practices (professional practice) of XYZ Corp. YYIYNA PG: Effective communication skills 1.Read and listen critically and analytically, including identifying an argument's major assumptions and assertions and evaluating its supporting evidence. YYIYNA 2.Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. YYIYNA 3.Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. YYMYNA 4.Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. YYMYNA 5.Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation. YYMYNA PF: Instructor provides feedback on student’s work related to the performance indicator DC: Students are asked to demonstrate competence in the performance indicator Level: Level of coverage of the learning outcome; I: introductory M: intermediate, A: advance. Program level assessment will be undertaken at the advanced level.

4/4/2014 SYED A RIZVI 14 Program Goal (PG)/Performance Indicator (PI) ABC 123ABC 133ABC 233ABC 333ABC 433 PG 1: An understanding of ethical (and professional) responsibility xxxx PG 2: Effective communication skills xx PG 3……… xxx PG 4…….. xxx List program goals with corresponding performance indicators CURRICULUM MAP: EXAMPLE III 1. An understanding of ethical (and professional) responsibility a. Demonstrate knowledge of appropriate code of ethics. b. Evaluate ethical dimensions of business practices (professional practice) of XYZ Corp.

4/4/2014 SYED A RIZVI 15 ASSESSMENT METHODS Assessment can be divided in to two categories: (1) Assessment using direct measures and (2) Assessment using indirect measures. Direct measures involve direct examination or observation of student’s accomplishment of an outcome. In an indirect measure the level of achievement of student learning is established through opinion or self reporting.

4/4/2014 SYED A RIZVI 16 ASSESSMENT METHODS (CONTINUED)  Exit interviews  Locally developed tests  Oral exams  Observations  Performance appraisal  Standardized tests  Exit interviews (with self assessment)  Focus group  Surveys Some examples of indirect measures: Some examples of direct measures:

4/4/2014 SYED A RIZVI 17 EXERCISE 3 Each table: 1.Review the assessment methods and identify one possible goal that may be evaluated by each method. One goal can be assessed using more than one assessment methods; however, try not to use the same goal for all assessment methods.