Assessment: Nothing To It, But To Do It Barbara Rusher Department Chair, Humanities QEP Co-Director Central Carolina Community College

Workshop Objectives Discuss assessment in higher education Discuss assessment in higher education Develop course level student learning outcomes Develop course level student learning outcomes Discuss assessment methods/instruments Discuss assessment methods/instruments Establish success criteria for outcomes Establish success criteria for outcomes Accept the value of assessment Accept the value of assessment

External Influences Spellings Commission: A Test of Leadership Spellings Commission: A Test of Leadership –Called for higher education to be more accountable to public Regional Accreditation Agency (SACS) Regional Accreditation Agency (SACS) –Requires colleges to have an assessment process in place and to document the process

Dr. Allen DuPont, NC State University Accountability v. Assessment Accountability: set student learning outcomes and then prove that students have achieved these Accountability: set student learning outcomes and then prove that students have achieved these Assessment: set student learning outcomes, gather information about student achievement of these, and then use that information for improvement Assessment: set student learning outcomes, gather information about student achievement of these, and then use that information for improvement

Dr. Allen DuPont, NC State University Grading v. Assessment Grading tells us the extent to which individual students are achieving the learning outcomes Grading tells us the extent to which individual students are achieving the learning outcomes But grading does not tell us much about the strengths and weaknesses of the course But grading does not tell us much about the strengths and weaknesses of the course Assessment tells us the strengths and the weaknesses (areas for improvement) of a course Assessment tells us the strengths and the weaknesses (areas for improvement) of a course

Kate Pluta & Jane Fulks, Bakersfield College Student Learning Outcomes Describe what a student will be able to do Describe what a student will be able to do Require the use of higher level thinking skills (as described in Blooms Taxonomy) Require the use of higher level thinking skills (as described in Blooms Taxonomy) Result in a product that can be measured and assessed Result in a product that can be measured and assessed

Alison McInnes & Yvette Daniel University of Windsor; Ontario, Canada Method of Developing Course Outcomes Identify desired outcomes Identify desired outcomes –What do we want students to learn? Determine acceptable evidence of learning Determine acceptable evidence of learning –How will we know that they have learned it? Plan learning experiences and instruction Plan learning experiences and instruction –How will we design the learning environment and process to attain our outcomes?

Pulling It Together Establish what is important for students to know and be able to do Establish what is important for students to know and be able to do Use action verbs in each outcome Use action verbs in each outcome Keep course outcomes at a manageable level Keep course outcomes at a manageable level Remember there is no right answer to assessment Remember there is no right answer to assessment

Nothing To It, But To Do It Divide into Groups Divide into Groups Pick a Course Pick a Course Identify 1 Student Learning Outcome Identify 1 Student Learning Outcome Specify an Assessment Method/Instrument Specify an Assessment Method/Instrument Specify Success Criteria/Standard Specify Success Criteria/Standard Present to Audience Present to Audience