Assessment Made Easy Maris Lown, EdD

1. Assessment Made EasyMaris Lown, EdD

2. Assessment answers this question: How do we know students are learning what we think we are teaching?

3. Assessment “belongs to the scholarship of teaching.” It is a study of “situated teaching practices . . . using particular forms of research and knowledge.”Litterest & Tompkins, (p. 10)

4. Types of Outcomes Learning Success Identifies whether or not the course or program is effective. Describes what we want students to do with the content they are learning.

5. A learning outcome reflects what students can do with the content.

6. A Success Outcome reflectsa standard of judgment that a discipline, a department or an institution chooses to apply to students work.

7. Learning Outcomes • Are measurable • Begin with an action verb • Stress higher-order thinking skills • Are a learner oriented essential ability or skill • Lead to the identification of assessment tools • Identify “what a student is able to do with the content” • Provide the foundation for success outcomes

8. Success Outcomes • Are measurable • Begin with a metric • Stress a standard of judgment • Are learner oriented • Reported in terms of numerical scores that place them in an achievement level based on developed and tested criteria • Build on learning outcomes

9. Learning Describes what we want students to do wth the content. Includes a performance indicator Give a speech that is designed to convince the audience of a specified point of view. Success Identifies whether or not the course is effective. Includes a metric 85% of students will achieve a grade of C or better on the course final exam. Outcomes

10. Yields behaviors which are predictable. Primarily concerned with analysis. Usually evaluates discrete specific behaviors Evaluates behaviors that are most readily assessed and therefore may ignore behaviors that are more important. Yields behaviors which are unpredictable. Primarily concerned with synthesis. Usually evaluates abilities or skills. Evaluates outcomes of education which are more difficult to assess and are often ignored. Comparison Objectives Outcomes

11. Assessment: Direct Methods Integrated Learning Portfolios Creations Projects Internships Capstone projects Oral examinations Concept Maps Service learning • Exams • Collaborative projects • Research papers • Videotaped interactions • Journaling • Case studies • Performances • Standardized exams

12. Assessment: Indirect Methods Attitudes, Perceptions, Experiences Interviews Graduate surveys Employer surveys Alumni surveys Student Satisfaction Inventory • Student surveys • Focus groups • Course evaluations • Faculty surveys • CCSSE

13. “Culture of Assessment” Hierarchy of Assessment of Student Learning What evidence have you gathered documenting that these changes have Improved Student Learning? LEVEL 5 How have youChangedinstruction/the curriculum to Improve Teaching and Learning based on these Data? LEVEL 4 LEVEL 3 WhatDatahave you Gathered Regarding Achievement of PLOs/CLOs? LEVEL 2 WhatToolsare you using to Assess Achievement of these PLOs? LEVEL 1 What are the Program/Course Learning Outcomes?

14. CURRICULUM DEVELOPMENT Institutional Learning OutcomesProgram Learning Outcomes Course Learning OutcomesUnit Learning OutcomesLearning Activities Evaluation Tools

16. Middle States • Level 5 requires evidence of changes made due to assessment – departmental minutes. • We will be required to show a portfolio of assessment projects/artifacts. • Must be faculty driven. • How can we embed program assessment into Five Year Program Assessments? • Will we be required to connect learning outcomes to success outcomes?

17. Program Review Process • Connect to PLOs • Can include direct assessment • Papers, • Exams • Can include indirect assessment • Student surveys • Exit interviews • Job placement • Provide samples of program reviews

18. Institutional Learning Outcomes • Skills/abilities with which every student graduates. • Critical thinking • Reading • Writing

19. Program Learning Outcomes • Connect to institutional learning outcomes. • Includes three or more general education skills/abilities. • Includes additional discipline skills/abilities. • General education skills/abilities can be customized to discipline competencies. • Students in programs take ENG 101 and 102. • ETS Proficiency Profile.

20. Course Learning Outcomes • Connect to program learning outcomes. • Includes general education skills/abilities tailored to discipline. • Focuses on discipline skills/abilities. • How many?

21. Mapping Institutional Learning Outcomes to Program Courses

22. Mapping Program Learning Outcomes to Program Courses Name of Program _______BIOLOGY________________________________________ Degree ____AA_______

23. Mapping PLOs to CLOs, Political Science

24. Learning outcomes drive the selection of learning activities and assessment tools. They lay the foundation for success outcomes.

25. Mapping CLOs to Learning Activities & Assessment Tools

26. Collecting Evidence • Record data • Identify changes made • Collect additional data • Discuss whether changes made a difference • Can be memorialized in department minutes, annual meeting, or a faculty in-service

27. Institutional Effectiveness Model • Strategic Plans • AMP • Technology Master Plan • Facilities Master Plan • Matrix • Non-credit

28. Institutional Effectiveness Model • Surveys • Community Needs Assessments • Community College Survey of Student Engagement • Student Satisfaction Inventory

29. Institutional Effectiveness Model • Academic Assessment • Proficiency Profile (e.g.) • Program Assessment • Program Review • Departmental Plans • Data Books • Graduate Surveys • Employer Surveys • Graduation Rates • Transfer Rates

30. Institutional Effectiveness Model • Non Credit Assessment • Targeted outcomes assessment • Administrative Services Assessment • Targeted outcomes assessment • Planning, assessment and budget • Student Services Assessment • Targeted outcomes assessment

31. No assertions without evidenceMiddle States

32. And now the easy part!

33. Learning Management Systems • Applications that ease assessment • Use technology where applicable • Grade books that provide assessment information

35. Portfolio Assessment • Samples of students’ work over time • Uses a rubric • Offers a deep but narrower approach • Gives a richer texture • Can be resource intensive • Can use a sample rather than the entire population • Can be used for general education assessment • Can be used for prospective employers

36. Capstone Assessment • Paralegal Program – Trial Notebook • Incorporates all Program Learning Outcomes • Used at the end of Litigation II • Juried Review • Uses a rubric related to outcomes • Report that includes level 5 and trended data

37. Assessment of Majors Courses • Select 2 to 4 courses in the discipline (majors courses, popular courses) • Select assessment method • Biology • Assess BIO 111 • Assess BIO 112 • Assess BIO 105 • Assess Bio 106

38. Embedded Exam Questions • Department develops questions that relate to student learning outcomes. • Questions are different for each course but similar in that they assess the same behaviors, e.g. • Analyze an organic compound, analyze an inorganic compound • Identify normal lung sounds, identify abnormal lung sounds

39. Blue Print Assessment Tools

40. Everything that counts is not countable and everything that is countable does not count. A. Einstein

41. What is not countable Athletics Work study Service learning • FYE • Trips • Clubs • Speakers • Study abroad

42. Middle States, 2017 • Preparation, 2011-2014 • Assessment process • Budget, planning, assessment • Department plans • Catalog • Syllabi • Preparation of SSR, 2014-2017

43. What gets measured get improved!

44. The central value of learning outcomes assessment is using evidence and data to make teaching more effective.

45. Whenever things sound easy,it turns out there’s one part you didn’t hear.D. Westlake