1. INtopFORM Assessment Plan This session is designed for participants in Programs of Study If you are a Faculty Fellow, please meet in room 106 with Amy Johnson If you are involved as a part of CSCI 1100, please meet in room 101 with Bill Kirkwood Please sit with other faculty members from your program of study.

2. Goals for today’s session By the end of today’s session, you should: – Understand basic assessment of student learning; – Tentatively identify when and where assessment of the six ITF LOs will take place in your program; – Develop a plan for assessment measures to be used (ITF rubric, major field test, standardized final, etc.); – Develop a plan for collecting baseline data (preferably during Spring 2014); – Decide when you and your colleagues will discuss assessment results; – Know what your responsibilities are for reporting; and – Be familiar with the ITF assessment calendar.

3. What is assessment? 1.Collecting data so we can report it to SACS 2.Something the folks in Dossett Hall came up with to keep faculty busy 3.A useful teaching and learning tool

4. Assessment is Deciding what we want our students to learn Making sure they learn it From Linda Suskie, courtesy of Jane Wolfson, Towson University

5. Assessment Cycle Excerpted from Assessing Student Learning by Linda Suskie, Jossey-Bass, 2009 1) 2) 3) 4)

6. Step 1: Establish Learning Goals Six INtopFORM Learning Outcomes What do they mean in YOUR discipline? – See Worksheets completed for each INtopFORM Learning Outcome Record possible learning outcomes for your program in Column A of the Assessment Plan Template

7. Step 2: Provide Learning Opportunities Must allow students to practice and develop skill in each of the six INtopFORM Learning Outcomes Where will this take place in your curriculum? – See results of Curricular Mapping activity What methods might you use? – See Teaching Ideas worksheets for each ITF LO Record possible student learning opportunities for your program in Column B of the Assessment Plan Template

8. Step 3: Assess Student Learning Where will you measure student learning? Goal – Collect “reasonably accurate, truthful evidence” – Good enough to use with confidence Possibilities include single assignments, capstone courses, core courses, final exams Must be observable

9. INtopFORM Assessment Guidelines Must evaluate all six ITF LOs Must occur annually Must provide data on the culminating skills and abilities of students in a program of study – Ordinarily in the senior year Must yield findings applicable to all majors – Can evaluate all majors’ work or that of a sufficient representative sample Director of Assessment and Teaching will  Assist faculty in designing assessments  Approve programs’ assessment protocols

10. Assessment Methods Select from two options: – Use the ITF assessment rubric to evaluate papers or projects; – Study students’ performance on designated items on major field tests, standardized final exams, or locally designed tests of information fluency Record possible assessment methods for your program in Column C of the Assessment Plan Template. Include where these assessments will take place in your curriculum in Column D.

11. Sampling More evidence collected means higher confidence in conclusions, but be practical If you use a sample, it should adequately represent your student population – Online vs. on ground – Adult vs. traditional Record from whom you will collect assessment information in Column E of the Assessment Plan Template.

12. Baseline Data Must be collected during Year 1 – Spring 2014 preferred Use standard reporting template – % of student work at Excellent, Satisfactory, and Unsatisfactory level Brainstorm how your program might collect baseline data. Record ideas in Column F of the Assessment Plan Template.

14. Institutional Assessment Goals Improvement in Years 2-5 compared to baseline data in Year 1 >30% of the rubric ratings or test scores on each INtopFORM learning outcome are “excellent” >90% of the rubric ratings or test scores on each INtopFORM learning outcome are “satisfactory” >90% of students majoring in the program of study achieve rubric ratings or test scores demonstrating “satisfactory” performance on all INtopFORM learning outcomes

15. California Critical Thinking Skills Test ETSU’s Senior Exit Exam, administered since 2005 for general education assessment Five areas: Analysis and Interpretation, Inference, Evaluation and Explanation, Deductive Reasoning, and Inductive Reasoning CCTST maps well to EVALUATING and USING INtopFORM learning outcomes A&T will collect baseline CCTST data in 2013-14 Annual reports provided to ITF programs of study

16. CCTST Data Provided by A&T CCTST Results – Year to Year Data Comparison Scores at or above “strong” Scores at or above “moderate” Scores at or above 15 Scores at or above 19 Baseline N (%) Year 1 N (%) % Change Baseline N (%) Year 1 N (%) % Change Baseline N (%) Year 1 N (%) % Change Baseline N (%) Year 1 N (%) % Change Analysis and Interpretation Scale (maps to EVALUATING outcome) 24 26+2% 63 --- 4546+1% 3033+3% Evaluation and Explanation Scale (maps to EVALUATING outcome) 16 17+1% 5459 +5% 39 43+4% 2625-1% Inference Scale (maps to USING outcome) 22 28+6% 5862+4% 4148+7% 32 40+8% CCTST Total Score 1618+2%4853+5%5253+1%2228+6%

17. Goals for CCTST Performance Mean CCTST Total Scores and subtest scores should exceed baseline in Years 2-5 >30% of scores on each CCTST subtest at or above “strong” >90% of scores on each CCTST subtest at or above “moderate” >30% of CCTST Total Scores are at least 19 (“strong”) >90% of CCTST Total Scores are at least 15 (“moderate”)

18. Step 4: Use the Results Assessment is worthless if it isn’t useful – How will results be analyzed? By whom? – How and when will results be shared? – Who can act on your assessment data to make improvements? Discuss how your program might use the assessment information you collect and record in Column G of the Assessment Plan Template.

19. Annual Assessment and Improvement Meetings Each fall in Years 3-5 Includes Director of A&T, QEP Director, program leaders, and other interested faculty Purpose – Review previous year’s assessment data – Use results to refine plan for enhancing information fluency – As needed, define improvement actions, responsible parties, and calendars Annual assessment and improvement report drafted by Directors and approved by program faculty

20. Overview of Assessment Timeline Programs of Study, Cohort 1 Year 1: 2013-14Year 2: 2014-15 SuFaSpSuFaSp Develop program assessment planXXX (refine) Collect baseline data X Collect and analyze results, refine plan, make improvements XXX Year 3: 2015-16Year 4: 2016-17Year 5: 2017-18 SuFaSpSuFaSpSuFaSp Develop program assessment plan Collect baseline data Collect and analyze results, refine plan, make improvements XXXXXXXXX

21. Year 1 Assessment Calendar, Programs of Study First Year of Participation WhenWhatWho FallCreate a plan to help all students in the program attain the six INtopFORM learning outcomes Program of Study Faculty Design assessment of ITF learning outcomes Program of Study Faculty SpringCollect and report baseline assessment dataProgram of Study Faculty Fall, Spring, and Summer Collect and report baseline CCTST dataAssessment and Teaching SummerSend participating programs of study analysis of baseline data, including CCTST Assessment and Teaching

22. Year 2 Assessment Calendar, Programs of Study Second Year of Participation WhenWhatWho Fall and SpringImplement plans to help students attain learning outcomes Program of Study Faculty Collect and report data on ITF learning outcomes Program of Study Faculty Fall, Spring, and Summer Collect and report CCTST dataAssessment and Teaching SummerSend participating programs of study analysis of data, including CCTST Assessment and Teaching

23. Years 3-5 Assessment Calendar, Programs of Study Third, Fourth, and Fifth Year of Participation WhenWhatWho Early FallConduct meeting to evaluate prior year assessment data and refine program’s INtopFORM plan Program of Study Faculty, Director of A&T, QEP Director Fall and SpringCollect and report data on ITF learning outcomes Program of Study Faculty Fall, Spring, and Summer Collect and report CCTST dataAssessment and Teaching SummerSend participating programs of study analysis of data, including CCTST Assessment and Teaching

24. Decide what you want your students to learn Make sure they learn it

25. Contact Information Cheri Clavier Director of Assessment and Teaching clavier@etsu.edu 439-7483 136 Sherrod Reedena Newlon Executive Aide, Assessment and Teaching newlon@etsu.edu 439-7484 137 Sherrod