1. 1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008

2. 2 Session Outcomes  At the conclusion of this session, attendees will be able to: –Define assessment as measured by the end of session evaluation (standard 90% of attendees will answer correctly) –Articulate the purpose of assessment as measured by the end of session evaluation (standard 90% of attendees will answer correctly) –Order the five steps in the assessment cycle as measured by the end of session evaluation (standard 90% of attendees will answer correctly) –Identify the components of a student learning outcome statement as measured by the end of session evaluation (standard 90% of attendees will answer correctly) –Apply the principles taught in this session by utilizing a template for writing outcome statements as measured by participation in the hands-on activity (100% of attendees will participate in the group activity)

3. 3 What is assessment?

4. 4  The systematic and ongoing process of documenting the evaluation and improvement of processes.  In the classroom this process documents, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment

5. 5 What is the purpose of assessment?

6. 6  The purpose of assessment is to improve what we are doing well, but could do better  The goal is to increase student learning –In the classroom we assess learning –In other departments, we assess services to remove barriers to learning

7. 7 Assessment  IS: –Is focused to improve student learning –Is a tool to improve –Is constructive –Is safe—non- threatening  IS NOT: –Is not used to as annual performance evaluations for instructors –Is not a “stick” for discipline –Is not destructive

8. 8 Good, better, best, Never let it rest. If it is good, make it better. If it is better, make it best.

9. 9 “Incremental change over time can be radical.” Wegenke

10. 10 Types of Assessment  Assessment of Student Learning –Program Outcomes –Student Learning Outcomes (course outcomes)  Assessment of Services –Work unit goals –Outcomes

11. 11 Assessment flows from the work unit mission

12. 12 Program Outcomes Course Outcomes

13. 13 Student Development Admissions & Records Increase Inquiries Decrease transcript evaluation time Counseling Ensure students choose the correct major Increase the number of contacts counselors make with students Financial Aid Reduce the number of purged students Increase the number of students qualifying for financial aid

14. 14 Characteristics of Effective Assessment  Relates to work unit goals  Focuses on a few vital elements to measure  Fosters improvement  Is well communicated  Is reviewed as often as appropriate  Provides information on level, trend, and comparative/competitive data  Focuses on the long-term well-being of the students and the program Adapted from Englekemeyer, 1998

15. 15 Identify Outcomes Identify Assessment Processes / Methodologies Identify Success Criteria (standard) Action Plan Analyze Results Assessment Cycle

16. 16 Key Questions  What is to be evaluated?  What is your assessment methodology? (How are you going to measure?)  What are your standards for success?  What are we going to do about it?  Did we change? (better or worse)

17. 17 Identify Outcomes  Key Question—What is to be evaluated, assessed, measured?  Should be linked to work unit goals  Needs to be clear  Needs to be specific  Answers Who? and What?

18. 18 Identify Assessment Processes / Methodologies  Key Question--What this is your assessment methodology?  How you are going to measure performance, skills, attitudes, behavior, etc.?  May include surveys, standardized tests, observations (number of inquiries or participants, phone calls, etc.), rubrics, projects etc.  Focus groups

19. 19 Identify Success Criteria (standard)  Key question--What are your standards for success?  How do you know when you have been successful/unsuccessful?  Benchmarks –Need to know from where you are starting –Use comparable data from other institutions –Externally set (NCCCS Performance Measures)  Set reasonable expectations  What is good enough?

20. 20 Action Plan  Key Question--What are we going to do about it?  Identify the specific strategies you will employ to reach your desired outcome  Employ those strategies

21. 21 Analyze Results  Key Question--How did we do?  This is the step that “closes the loop”  What actions can be taken to close the gap between where you currently stand and what you have determined to be your standard of success? –May decide to raise the standard –May decide that you are good enough and want to focus on other deficiencies –May decide to do periodic evaluations to ensure acceptable trends

22. 22 Identify Outcomes Identify Assessment Processes / Methodologies Identify Success Criteria (standard) Action Plan Analyze Results Assessment Cycle

23. 23 Writing Outcomes  Somebody/group will do something as measured by this assessment instrument/methodology to the standard.

24. 24 Writing Outcomes  Somebody/group will do something as measured by this assessment instrument/methodology to the standard.  Who  What (active verb)  Measure  Standard –When –Measurable criteria

25. 25 Bloom’s Taxonomy for Assessment of Student Learning   Knowledge – –Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state   Comprehension – –Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate   Application – –Apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write   Analysis – –Analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test   Synthesis – –Arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write   Evaluation – –Appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

26. 26 Hands-on Activity

27. 27 Writing Outcomes WhoWhatMeasureStandard

28. 28 Conclusion  Assessment must be institutionalized—how we do business on a day-to-day basis!  Assessment is not a bureaucratic exercise that takes place separate from the work we do everyday in our classrooms and offices. Rather it is a critical component of how we think about our work with students and their learning outcomes associated with our mission. In context, assessment can be viewed as a simple, yet significant, process. St. Louis Community College

29. 29 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008