1. “Assessment Made Easy” Workshop CCSC Eastern Conference October 15, 2004 Based on a presentation by Philip K. Way, University of Cincinnati Frances K. Bailie, Iona College Adel W. Abunawass, State University of Georgia Deborah Whitfield, Slippery Rock University Workshop Materials: http://adel.cs.westga.edu/ccsec04 http://adel.cs.westga.edu/ccsec04

2. 2 Assessment Workshop Agenda Introductory remarks (10 min.) How we do assessment in our departments (45 min.) Break ( 10 min.) Group work: sample assessment plan (75 min.) Optional Break (10 min.) Share results and summarize (30 min.)

3. 3 Introductory Overview What is assessment? Why conduct assessment? What are the basic steps in assessment? What are the important features of assessment?

4. 4 What is Assessment? The systematic evaluation of student academic achievement vis-a-vis the learning objectives of educational programs, courses etc. The use of the results to improve programs and courses continuously in order to enhance student learning

5. 5 Why Assess Programs? To ensure that programs and courses meet the goals faculty set for them To inform further reforms To clarify program and course objectives for students To meet the requirements of the relevant accreditation body and thereby maintain authority to grant degrees and receive federal monies etc.

6. 6 Basic Steps in Assessment  Establish goals for learning or achievement  Gather data on how well students have met the goals  Use the data for improvement of programs and courses

7. 7 Establish Goals  Start with Mission Statement of College or University  Develop a departmental mission statement  Develop departmental and/or programmatic goals and objectives to fulfill the mission statement  Develop objectives for each course that meet the program objectives

8. 8 Types of goals: cognitive Knowledge acquisition terms and concepts facts theories principles methods

9. 9 Cognitive goals: levels Bloom’s taxonomy knowledge comprehension application analysis synthesis evaluation

10. 10 Types of goals: behavioral problem-solving written communication oral communication group interaction initiative leadership teamwork

11. 11 Types of goals: affective Ethical awareness Commitment to lifelong learning

12. 12 Gather Data: Assessment Methods Direct methods e.g. tests, exams, course-embedded assessments, portfolios, performances Indirect methods e.g. interviews, focus groups, surveys Not grades or personal goal achievement

13. 13 Types of Tests and Exams Off-the-shelf exams Discipline-based e.g. GREs, Major Field Achievement Tests, professional exams Locally-designed exams Oral tests Performance measures

14. 14 A Sample Assessment Method  Identify the course objectives that are addressed in each assessment  Develop a rubric based on the objectives to create a score for each assessment  Use overall score of all assessments to evaluate how well the students met the course objectives

15. 15 Another Method: Portfolios Students collect examples of work that illustrate course objectives Faculty periodically assess the portfolios of a cohort of students against the course objectives with a view to improving the course

16. 16 Procedure Identify course objectives that can be assessed through portfolios Select a student sample Students select pieces of work showing objective achievement and write a reflective commentary At end of course, portfolio submitted Standardized evaluation sheet used to assess objective achievement Overall achievement of cohort assessed

17. 17 Advantages of Portfolios Direct (and perhaps indirect) evidence of achievement May be more informative than indirect data from surveys, focus groups etc. Standardized forms increase reliability Students see evidence of their own learning and benefits of the program Students responsible for most of work

18. 18 Potential Disadvantages of Portfolios Time-consuming to read (but can sample) Storage problems (but can be electronic) Involvement (but can give incentives) Representativeness of sample (but can stratify)

19. 19 Use the Data: Feedback Loop Involves a commitment to improving programs and courses based on assessment data Assessment data disseminated to those responsible for program and course improvement Data reviewed and changes made to program or course Results and improvements disseminated

20. 20 Important Features of Assessment Permanent and ongoing Program goals, assessment methods, and feedback loops may change over time