1. Assessing CADE Student Learning Outcomes Karla Kennedy-Hagan, PhD, RD, LDN Eastern Illinois University Charleston, IL

2. Agenda What is assessment? Guiding principles Outcomes assessment Overview of CADE requirements Eight steps to assessment planning

3. What is assessment? Different interpretations A student’s view A student’s view A professor’s view A professor’s view A manager’s view A manager’s view A senior administrator’s view A senior administrator’s view

4. American Association for Higher Education, 2002 Nine principles of good practice for assessing student learning Assessment of student learning begins with educational values. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when the program it seeks to improve has clear, explicitly stated purposes. Assessment requires attention to outcomes, but also and equally to the experiences that lead to those outcomes. Assessment works best when it is ongoing, not episodic.

5. American Association for Higher Education, 2002 Nine principles, cont. Assessment fosters wider improvement when representatives from across the educational community are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Through assessment, educators meet responsibilities to students and to the public.

6. Outcomes Assessment for Dietetic Educators, 2002 Outcome assessment Defined as a comprehensive process for evaluating and, if needed, improving programs and student learning. Involves planning, conducting, analyzing, and reporting systematic and comprehensive assessment of program goals, objectives, competencies, and learning outcomes.

7. Purposes of outcomes assessment Improve teaching and learning Achieve accountability Are the students learning what they are suppose to be learning? Are the students learning what they are suppose to be learning? Are educational programs being administered efficiently? Are educational programs being administered efficiently? Does the program effectively meet the needs of the community, business, etc. Does the program effectively meet the needs of the community, business, etc.

8. 2008 Eligibility Requirements and Accreditation Standards (ERAS) Student learning outcomes (SLOs) state what a student/intern must be able to do at the completion of a dietetics education program. Competencies and student learning outcomes are provided in the ERAS 2008 document - Appendix A for each program type.

9. Student Learning Outcomes SLO have been categorized into four domains: Scientific and Evidence Base of PracticeScientific and Evidence Base of Practice Professional Practice ExpectationsProfessional Practice Expectations Clinical and Customer ServicesClinical and Customer Services Practice Management and Use ofPractice Management and Use of Resources. Resources.

10. Competencies and Student Learning Outcomes 31 Competencies/Learning Outcomes for Dietetic Technician Programs (DTP). The 13 Foundation Knowledge Requirements are indirectly measured as a result of assessing achievement of Competencies/Learning Outcomes and do not need to be measured separately. 17 Foundation Knowledge Requirements/Learning Outcomes for Didactic Programs (DPD) 38 Competencies/Learning Outcomes for Coordinated Programs (CP). The 11 Foundation, Knowledge Requirements are indirectly measured as a result of assessing achievement of Competencies /Learning Outcomes and do not need to be measured separately. 38 Competencies/Learning Outcomes for Dietetic Internships (DI)

11. Student Learning Outcomes Assessment Plan includes Competencies/Student Learning OutcomesCompetencies/Student Learning Outcomes Assessment methods that will be usedAssessment methods that will be used Course or rotation in which assessment will occurCourse or rotation in which assessment will occur Individuals responsible for ensuring assessment occursIndividuals responsible for ensuring assessment occurs Timeline for collecting the assessment dataTimeline for collecting the assessment data The plan is implemented as part of systematic ongoing program assessmentThe plan is implemented as part of systematic ongoing program assessment

12. What does triangulation mean?

13. Where do you start? ERASCompetencies Student Learning Outcomes (SLO) SLO Assessment Plan Use the eight step process

14. Step one Create a SLO Assessment Plan My example: SLO/Competancies -SLO/Competancies - Assessment methods –Assessment methods – Course or rotation –Course or rotation – Individuals responsible for ensuring assessment occurs -Individuals responsible for ensuring assessment occurs - Timeline for collecting data -Timeline for collecting data - Analyze data -Analyze data - Report findings –Report findings – Make improvements -Make improvements -

15. Now your ideas

16. Step two SLO/Competancies DI 1.1-1.5 DI 2.1-2.9 DI 3.1-3.7 DI 4.1-4.12 My example: DI 2.4 Use effective education and counseling skills to facilitate behavior change DI 2.8 Demonstrate initiative by proactively developing solutions to problems.

17. Now your ideas

18. Step three Brainstorm varied methods to collect assessment data. Surveys Surveys Evaluations Evaluations Observation Observation Exams Exams Other Other Mix and match methods Qualitative Qualitative Quantitative Quantitative My example:  Student self evaluation  Reflection paper  Preceptor/Faculty evaluation  Client evaluation Mixed method approach including:  Quantitative – rate on a scale of 1-5  Qualitative – written comments to support ratings

19. Now your ideas

20. Step four When to evaluate? Rotation RotationCourse My example: RotationCourse

21. Now your ideas

22. Step five Individual responsible for ensuring that the assessment occurs FacultyFaculty PreceptorPreceptor SupervisorSupervisor ParticipantParticipant StudentStudent CoordinatorsCoordinators My example: FacultyFaculty PreceptorPreceptor StudentStudent

23. Now your ideas

24. Step six Timeline to collect data Weekly Weekly Monthly Monthly Yearly Yearly Bi-weekly Bi-weekly Bi-monthly Bi-monthly Bi-yearly Bi-yearly Other Other My example: 4 weeks each semester

25. Now your turn

26. Step seven Analyze and assess data Triangulation: When a variety of data collection strategies and analytic techniques are used to yield convergent conclusions. Reduces bias Reduces bias Triangulate assessment finding as needed Student self assessment Student self assessment Faculty assessment Faculty assessment Preceptor assessment Preceptor assessment Client assessment Client assessment Other OtherExample 4 /5 on Student self evaluations4 /5 on Student self evaluations Student self reflectionStudent self reflection 4 / 5 on Preceptor evaluations4 / 5 on Preceptor evaluations 5 /5 on Client evaluations5 /5 on Client evaluations 4 / 5 on Faculty4 / 5 on Faculty observationsobservations

27. Now your ideas

28. Step eight Create plans for improvement. Example: Have student's collect food models needed for counseling session prior to session.

29. Now your ideas

30. Group work Working in small groups discuss how you have assessed SLO/Competencies. Share with other attendees

31. Questions? Thank you!