1. Assessment of Student Academic Achievement

2. What is Assessment An evaluative process Provides continuous review and oversight of curriculum

3. Three Questions What are we trying to do? How well are we doing it? How can we improve what we are doing?

4. Why Assessment? Support student learning Ensure student academic achievement Improve instruction Improve instructional programming

5. Assessment at Eastern NCHEMS Approved Plan – National Center for Higher Education Management Systems LOT Recommended BOG Approved

6. Assessment at Eastern Examines student learning at multiple points in the educational process Incorporates multiple methods of data collection Coordinated at the administrative level

7. Who Is Involved Academic Services – Faculty – Academic Program Directors – Associate Dean Learner Support Services Workforce Education Students

8. Assessment Points Entry Level Assessment Process Level Assessment Near Term Level Assessment Long Term Level Assessment

9. Entry Level Assessment Entry level testing

10. Process Level Assessment Course Level Assessment Program Level Assessment Tracking Studies – course completion, drop rates, pass rates Student Surveys – withdrawing student, course evaluations

11. Near Term Summative assessment – Internship/Capstone Assessment WorkKeys Academic Profile Graduating Student Survey Program Graduation Rate Advisory Committee Input/Focus Groups

12. Long Term Alumni Survey/Graduate Tracking Studies: – employment – continuing education data Employer Satisfaction Survey

13. More than Just a Grade determine attainment of specific learning outcomes provide opportunity for intervention provide information to improve teaching methods

14. Assessment and Grades Adapted from Southern Illinois University Assessment Handbook AssessmentGrades FormativeSummative DiagnosticFinal Non-judgmentalEvaluative Usually AnonymousIndividual Student Identified Address Specific Learning OutcomesGlobal, Holistic Aggregate DataIndividual Student Data Focus on Improvement (always used for improvement of instruction/learning) Focus on Final Evaluation (not necessarily used for improvement of instruction/learning)

15. Classroom Assessment Formative assessment Focus on class session or unit Determine need for change or intervention in learning process Primary question: – Did the students learn what I intended them to learn in this session

16. Classroom Assessment Techniques CATs Simple tools for collecting data to improve learning and teaching Feedback devices to find out: – How much students are learning – How well students are learning – If students are learning what we intended CATs are not intended to replace traditional forms of evaluation

17. Classroom Assessment Techniques: Three Categories Course Related Knowledge and Skills Knowledge, recall and understanding Analysis and critical thinking Synthesis and creative thinking Problem solving Application and Performance

18. Classroom Assessment Techniques: Three Categories Learner Attitudes, Values and Self Awareness – Awareness of attitudes and values – Self-awareness as learners – Study skills, strategies and behaviors

19. Classroom Assessment Techniques: Three Categories Learner Reaction to Instruction – Reaction to teachers and teaching – Reaction to classroom activities, assignments and materials

20. Benefits for Faculty Provides quick feedback to make mid-course adjustments Provides useful information with minimal time commitment Increases the efficacy of teaching and learning Encourages the perspective that teaching is a formative process evolves over time with feedback Fosters good rapport with students

21. Benefits for Students Helps students become better monitors of own learning Points out the need to alter study skills Provides evidence that the instructor cares about learning

22. Matching Teaching Goals to Classroom Assessment Techniques Selecting appropriate CATs is closely linked with: – your teaching goals – what you would like to learn – your comfort with certain practices

23. CATs Selection Tool Field-tested Learning Assessment Guide (FLAG) http://www.flaguide.org/goals/goals.php http://www.flaguide.org/goals/goals.php Developed by The National Institute for Science Education's College Level One Team, – based at the University of Wisconsin-Madison

24. CATs Techniques Background Knowledge Probe Applications Card The Minute Paper RSQC2 Walk and Check

25. Background Knowledge Probe Determine baseline knowledge level Identify effective starting point for lesson Identify range of preparation among students Provides students with preview of course Focus students’ attention on important concepts Can be built into a pre/post test format

26. Applications Card Identify students’ comprehension of concepts Prompts students to connect new concepts with prior knowledge Helps students to see relevance/applicability of course materials

27. Minute Paper Quick check to identify learning at a specific point in time Identifies student focus/comprehension Provides opportunity for intervention, reemphasis or redirection Forces students to self-assess – What were key issues presented – How well do I understand the information Muddiest point variation

28. RSQC2 Recall, Summarize, Question, Connect, Comment Modularized assessment Feedback on what students recall and value Identifies misperceptions/questions Identifies linkage with larger picture

29. Walk and Check Application assessment activity Identifies understanding of key concept Identifies ability to synthesize materials Provides opportunity for immediate intervention and redirection Identifies ability to link new concepts with prior learning in course

30. Getting Started Step One: Planning Select one class for your pilot project Decide on the class meeting Select a Classroom Assessment Technique – Choose a simple and quick one

31. Getting Started Step Two: Implementing Inform participants – Make certain sure the students know what you are doing and why – Make they clearly understand the procedure Collect and analyze responses ASAP

32. Getting Started Step Three: Responding Close the feedback loop Inform students – What was learned from the assessment – How will the assessment results affect them or the course

33. Points to consider What trends do you see in your data? What are the successes/challenges in this course? How can teaching or materials be changed to improve attainment of course learning outcomes? How can this information be used to help students? Who can benefit from the information I have collected?

34. Suggestions For a Successful Start Adapted from: Classroom Assessment Techniques: A Handbook for College Teachers If a CAT does not appeal to you as a teacher, don't use it. Don't make Classroom Assessment into a burden. Don't ask your students to use any CAT that you have not previously tried. Allow for sufficient time to carry out and respond to the assessment. Close the loop. – Let students know what you learn and how the information is used to improve learning

35. Course Assessment Determines attainment of intended course level learning outcomes Identifies need for refinement of course materials and learning outcomes Examines role of course in meeting program level learning outcomes Assessment involving multiple sections of same course

36. Course Assessment Pilot Target courses selected Learning outcomes were selected for assessment Exam questions linked to learning outcomes Questions administered across multiple sections of course Track student attainment of intended outcomes Identify need for curriculum change

37. Course Assessment Pilot: Basic Mathematics Four Course Outcomes selected – Outcome 1: Use order of operations – Outcome 2: Solve whole number word problems – Outcome 3: Multiply fractions – Outcome 4: Add signed numbers

38. Basic Mathematics Outcomes: Attainment Levels

39. Course Assessment Pilot: Introductory Algebra Four Course Outcomes selected – Outcome 1: Use order of operations – Outcome 2: Solve linear equations – Outcome 3: Graph linear equations – Outcome 4: Use FOIL multiplication

40. Introductory Algebra Outcomes: Attainment Levels

41. Course Assessment What did we learn Why is this important How will we use this information

42. Closing the Feedback Loop Main purpose of assessment: Improvement Share results with those involved Note how findings will be used to improve learning Share results with others in the College

43. Final Notes Focus assessment efforts on key areas of concern – what do you really want to know – Don’t try to assess everything at once Plan to assess learning outcomes over a brief period of time Use different types of assessment techniques – direct and indirect measures Assessment activities will evolve over time. – If something is not working or new questions have come up, it is OK to change the way you assess If you note areas of concern or successes, share that information with your Academic Program Director