1. What Are Outcomes and Why Should I Want to Assess Them?
Dr. Jim Wilson, AVP Academic Affairs
Wilmington University
Dana Santoro, Data Analyst – Institutional Research

2. Class of 2011 What Berlin wall? They never “rolled down” a car window
They have grown up with bottled water
Wal-mart has always been a larger retailer than Sears and has always employed more workers than GM
High definition televisions have always been available
China has always been more interested in making money than in re-education
They never saw Johnny Carson live on television
Food packaging has always included nutritional labeling
Courtesy of Beloit College Public Affairs

3. 40yr Trends Presentation
Things Have Changed!
Higher Education Research Institute (HERI)
UCLA
40yr Trends Presentation

4. Things Have Changed! Item 1970 1995 Today Postage Stamp $0.06 $0.32
$0.39
Bread
$0.24
$1.40
$1.39
Milk
$1.32
$2.59
$4.29
Gas
$0.40
$1.35
$2.60
Car
$2,500.00
$12,800.00
$27,800.00
Income
$6,933.00
$19,717.00
$43,200.00
House
$40,000.00
$111,000.00
$264,000.00

5. Education: Costs Wilmington University Tuition 1971
30 credits, Undergraduate
1971
Full year tuition: $1,500
Today
Full year tuition: $8,400 (New Castle, UG)

6. Education: Some Changes
Today
Student-centered learning
The “Net Generation”
Distance Learning, Online databases
1967
Teacher-centered learning
Classroom, Books, Library card catalogs
Al Gore was only 20 years old
Courtesy of Beloit College Public Affairs

7. Education: Student Learning
A new “paradigm for higher education”
(Suskie, 2006.)
Learning Centered
Assessment feedback helps faculty understand
What is and is not working effectively
How to improve the curriculum as well as teaching and learning strategies

8. Wilmington University Mission

9. What is Assessment of Student Learning?
“Good assessment must begin in the classroom and end there.” (Wolvord & Anderson, 1998, p. 149)

10. What is Assessment of Student Learning?
“Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations.” (Suskie, 2006, p.3.)

11. What is Assessment of Student Learning?
“Assessment is first and foremost a tool for faculty members to use as they do their very best to teach their students well.” (Middle States, 2003)

12. Assessment Is A Friend Who…
Honestly tells us how we are doing
Helps to clarify what we are doing and why
Helps us to make informed decisions
Improves student learning
Helps us to improve
Brags about how well we are doing

13. Assessment Could Be a Foe!
Federal requirements
Regional Accreditation
Legislators
Parents and Community groups
Students
Professional organizations

14. Summary What is Assessment of Student Learning?
Process of gathering & evaluating information
Quantitative and qualitative
From multiple sources
To enhance student learning

15. Student Outcomes Assessment Framework

16. Three Assessment Areas
Student Learning
Teaching Effectiveness
Student satisfaction with their academic experience

17. Data Collection, Analysis, Reporting, Decisions,Actions
Wilmington University
ACADEMIC AFFAIRS ASSESSMENT PLAN
COLLEGE MISSION
Assessment of
Teaching Effectiveness
Assessment of
Student Satisfaction
Assessment of Student
Learning Outcomes
Graduation Competencies
Benchmarks
Benchmarks
Division / Program Mission
Professional Standards
PROGRAM COMPETENCIES
IDEA Results
Faculty Evaluations
GPA Reports
Enrollment Data
ACT Survey Results
Benchmarks
License & Certification Exams
College Outcomes
Course Work
Major Field Exams
CECRAM
Rubrics, Test Embedded Questions, Clinical Evaluations
Data Collection, Analysis, Reporting, Decisions,Actions

18. Program Improvement Cycle

19. Language of Assessment
Direct evidence
Direct evidence of student learning indicates whether or not a student has a command of specific content
Examples: Homework assignments, research papers, rubrics
CECRAM (Course-Embedded Criterion-Referenced Assessment Measures)

20. Language of Assessment
Indirect Evidence
Indirect evidence of student learning is correlational – data exists which indicates that students are probably learning.
Examples: Course grades, time spent on service learning or homework

21. Language of Assessment
Formative assessment
Ongoing assessment that is intended to improve an individual student’s performance.
Purpose: to improve course content, provide feedback to faculty.

22. Language of Assessment
Summative assessment
Provides a true gauge of “outcomes” of student learning.
Data is typically gathered near the end of program completion
Examples: course-embedded project/test/portfolio, clinical evaluations, standardized exams

23. WU Language “Good enough” “Closing the loop”
The process is accurate and truthful
(Suskie, 2004, p. 302)
“Closing the loop”
Outcomes data has been analyzed and appropriate changes have been made.

24. Elements of Assessing Learning
Articulated expectation of student learning at various levels.
A plan that describes student learning assessment activities.
Evidence that student learning assessment information is used.
Documented use of student learning assessment as a part of institutional assessment.

25. Background Information
Academic Affairs Assessment Plan adopted in 2003
Plan called for evaluation in 2006

26. MSCHE Outcomes Assessment Guidelines
Assessment should be:
Useful
Cost-effective, simple
Reasonably accurate and truthful
Organized, systematized and sustained.
Suskie, L. (2005)

27. Major Changes Related to Outcomes Assessment
Five Year Data Collection and Implementation Cycle
Revision of Graduation Competencies
Representative Sampling
Formal Reporting Cycle
Five Year Program Review

28. How to maintain momentum?
A 5 year cycle will be utilized
Year 1 – Implement findings from program review
Year 2 – Data collection
Year 3 – Reflection, take appropriate action and collect “other kinds” of data
Year 4 – Data collection
Year 5 – Program Review Report

29. What are Examples? (of closing the loop)
Program: B.S., Finance
Weakness: Undergraduate Finance majors were missing some important finance skills
Source: ETS Major Field Exam
Action
Adjust the content of FIN 305
Add a new requirement, FIN 306
Competency
Disciplined Inquiry
Finance program competencies

30. What are Examples? (of closing the loop)
Program: All UG Education programs
Weakness: Students were unclear of required skills
Source: Portfolio review
Actions:
Curriculum changes
Provide candidates with exemplars
Ensure understanding of required skills
Competency
Disciplined inquiry

31. What are Examples? (of closing the loop)
Program: M.S., Community Counseling
Weakness: Appraisal Techniques
Source: CECRAM, CPCE*, NCE* & surveys
Response: Integration of assessment with diagnosis and treatment planning.
Psychopathology course will precede the appraisal course
*Standardized exams

32. What are Examples? (of closing the loop)
Program: B.S., Nursing
Weakness: Student teaching projects - measurable objectives were not reliably clear
Source: CECRAM
Actions:
Add content and a teaching video to NUR 425 – Community Health Practitioner
Added teaching content to NUR 330
Revised curriculum and developed a new course: NUR Nurse as Teacher

33. Conclusion What is outcomes assessment of student learning?
Why should I support the assessment process?

34. References
Caffo, Betty, (2003). Striving for Excellence. Faculty Senate Presentation, Wilmington College.
Middle States Commission on Higher Education. (2006). Characteristics of excellence in higher education. Philadelphia: Author.
Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker.
Walvoord, B.E., and Anderson, V.J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass.