1. Program Assessment – an overview Karen E. Dennis kdennis@sas.rutgers.edu O: 848-932-2278 kdennis@sas.rutgers.edu sasoue.rutgers.edu

2. Optional Presentation Title My goals today… You’ll have a clear outline of the program assessment process. You’ll know of resources that can clarify and expand on this information. You’ll be ready to launch the next steps in a sustainable assessment cycle for your programs.

3. Optional Presentation Title We want to encourage the use of authentic assessments that are minimally invasive, efficient for you, and provide valid formative information that will allow you to improve student learning in your courses. I’m here to help you accomplish that.

4. Optional Presentation Title  You may already be doing much of what needs to be done – but perhaps not in a way that puts the results to work for you.  You may not know all the sources of assessment information you already have at hand.

5. Optional Presentation Title  Assessment is a process, and its parts can be put into place over time.  That process should have “sufficient simplicity, practicality, detail, and ownership to be sustainable.”

6. Optional Presentation Title A basic map of the way forward… Determine your program goals for student learning.  Select the goal(s) to focus on first.  Identify measures that will generate information.  Implement assessment; observe and analyze results.  Decide how to use this information.  Summarize and report…  …repeat.

7. Optional Presentation Title learning goals example – Cell Biology & Neuroscience major Students will: 1) master factual and conceptual knowledge in cell biology and neuroscience that will provide a solid foundation for success in advanced training and professional careers, 2) develop an ability to summarize, integrate and organize information, and 3) use scientific reasoning to evaluate the potential for current research and new discoveries to improve our understanding of cell biology and neuroscience and its relevance to human health and to our society.

8. Optional Presentation Title How and where do they assess these learning goals?  Direct assessment of students in the major’s Capstone:  Rubrics with criteria for student performance - achievement of learning goals for major.  S-10 pilot study: rubrics applied to student work in Honors capstones.  Decision: expand this assessment to all capstone classes as of F-10.  Indirect assessment:  Student survey on learning goals, curriculum, course effectiveness & availability.  “Town hall” meeting of CBN majors and Curriculum Committee.  Decision: launch Entrance and Exit surveys for all majors.

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10. Steps to creating a simple, practical & sustainable assessment cycle for your programs (I’m here to work with you through them all!)

11. Optional Presentation Title Charge an assessment working group… …with responsibility for:  priorities - which goal(s) to assess, and…  how and where to assess.  setting a timeline that allows for analysis and decision-making.  reporting results and recommendations.  ensuring continuity of your process.

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13. implement the first round of assessment… Your working group will lead your faculty in:  defining criteria for successful performance in achieving the learning goal(s).  deciding how to measure these effectively (what tools to use).  running this round of assessments (how & where?)

14. Optional Presentation Title …a note on assessment measures, and especially rubrics  Embedded assignment(s) scored with a rubric  Portfolio(s) scored with a rubric  Pre-Test/Post-Test assessments  Concept Map Tests

15. Optional Presentation Title Once you have results… The assessment team will take the lead to:  decide if changes are indicated - in your program or the assessment process.  develop an implementation plan, and a timeline for re-visiting this goal.  report to your colleagues.

16. Optional Presentation Title … and process continues. Once you review the recommendations, the assessment working group will:  encourage implementation of agreed-upon changes in the process or the program.  Develop a timeline for assessment of your remaining goals, and  keep this cycle going.

17. Optional Presentation Title Reporting to the SAS Dean Keeping it simple and flexible…  A one-page summary, based on the reporting format for MSCHE.  Attachments: rubrics, survey instruments, other tools used in your assessment.  A narrative –long or short – describing the process, the results, and your plans. SAS Program Assessment Report (form)

18. Optional Presentation Title Department: _________________________________________Date: ________________________ Submitted by: ________________________________________ This report is on the assessment of a learning goal of a:  Major – please specify: ____________________________________  Minor – please specify: _____________________________________  Course – please note title and course no.: ___:___: ___ - ___________________________________________ Major, Minor or Course Learning Goal Where / How Achieved? How Assessed?Please attach the relevant rubric, test, survey instrument, etc. used for each measure. Summary of Results Use of Results; Plan/Schedule Going Forward SAS Program Assessment Report (form)

19. Optional Presentation Title Department: Cell Biology & Neuroscience Date: January 27, 2011 Submitted by: K. E. Dennis (with apologies to CBN) This report is on the assessment of a learning goal of a: Major – please specify: Cell Biology & Neuroscience (CBN)  Minor – please specify: _____________________________________  Course – please note title and course no.: ___:___: ___ - ___________________________________________ Major, Minor or Course Learning Goal Students will master factual and conceptual knowledge in cell biology and neuroscience … and …develop an ability to summarize, integrate and organize information. Where / How Achieved? Lab and Capstone courses of the General Track and Honors Research Track. How Assessed?Collected scores on rubric for these goals that were applied to embedded assignments in all Honors capstone courses. Benchmark: students will score at or above level 3 (‘Proficient’) on the rubrics, where Scale = 1-Novice, 2- Developing, 3- Proficient, 4-Exemplary To explore factors possibly influencing these results, conducted focus group discussion and online survey of CBN majors on course content, breadth, depth & availability, and effectiveness of courses in promoting CBN learning goals. Summary of Results For all criteria defined on the rubric, all students but 1 in the 3 Honors capstone courses performed at or above the benchmark (3) level; that student was at level 2 on “analysis, presentation and interpretation of data,” and “. Effective communication – written..” The Curriculum Committee is analyzing the information derived from the student survey and focus group discussion to identify factors that may be associated with expected results on the extended assessment in F10. Use of Results; Plan/Schedule Going Forward The decision was made to apply the assessment to all capstone classes in both Honors and General Tracks, in F10,; the committee will analyze the results to determine whether there is a need to modify the benchmark criteria, curriculum, and/or courses. Feedback from the survey and focus group will be extended through the development of an entrance survey for newly declared majors, and an exit survey for graduating CBN majors, to further develop an understanding of those areas in which majors encounter particular challenges in achieving the program learning goals..

20. Optional Presentation Title a few final notes…  Make this process as visible as possible to your graduate students.  Faculty Guide To Submitting Courses For The Core (on the SAS Office of Undergraduate Education webpage) Faculty Guide To Submitting Courses For The CoreOffice of Undergraduate Education  …and coming soon: the SAS assessment webpage.  Don’t hesitate to contact me – I’m here to help.

21. Optional Presentation Title Questions, comments? …to contact me: Karen E. Dennis kdennis@sas.rutgers.edu phone: 848-932-2278 kdennis@sas.rutgers.edu