Developing assessment plans
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Developing Assessment Plans. Mi-Suk Shim, Ph.D Spring 2006 DIIA. Outline of Workshop. Review of previous workshop Assessment methods overview & resources Syllabus, exam, & assignment analysis for each course Assessment map, matrix, & assessment plan at program level. SACS Criteria.

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Developing assessment plans

Developing Assessment Plans

Mi-Suk Shim, Ph.D

Spring 2006


Outline of workshop

Outline of Workshop

  • Review of previous workshop

  • Assessment methods overview & resources

  • Syllabus, exam, & assignment analysis for each course

  • Assessment map, matrix, & assessment plan at program level

Sacs criteria

SACS Criteria

CS 3.3.1Institutional Effectiveness

The institutionidentifies expected outcomes for its educational programsand its administrative and educational support services;

assesses whether it achieves these outcomes;

andprovides evidence of improvement based on analysis of those results

Ut schedule


  • Program Educational Objectives and Program Outcomes

    • Complete by end of Spring 2006 and document

  • Assessment Plan

    • Complete by end of Spring 2006 and document

  • Progress Toward Completion of One Assessment Cycle and Closing the Loop

    • Complete documentation by Spring Break 2007

Learning outcomes

Learning Outcomes

  • statements that describe what students are expected to know, think, and be able to doby the time of graduation

Learning outcomes1

Learning Outcomes

Students will

DO WHAT (how)



Assessment plan

Assessment Plan

University of Texas at Austin

Academic Unit Assessment Plans Format (tentative version)

I. School and Degree Program

School Name and College:

Degrees awarded:

Contact person:


II.Program Mission Statement

III.Program Educational Objectives

IV.Program Learning Outcomes

V.Strategies, Methods, and Level of Competence

VI.Implementation Plan

VII. Assessment of Results

VIII.Evaluation of Results

IX. Recommendations

X. Actions

Assessment methods

Assessment Methods

  • Multiple methods & sources recommended

    (increase validity)

  • One method does NOT fit ALL (each has pros & cons)

  • Practicality? Time, effort, money

  • Do not have to measure everything or everybody (sampling)

  • Capitalize on what you are already doing

  • Quantity of data does not equate to Quality

Direct vs indirect

Direct vs. indirect

  • Direct measures: Assess student knowledge or skills, that is student learning outcomes

  • Indirect measures: Assess students’ learning experiences or perceptions of their learning

Inventory of assessment methods

Direct (Required)

Class Assignments

(paper, presentation, report…)

Capstone Project

Performance Project

Direct Observation


External examiner

Standardized exam

Locally developed exam

Certification and licensure exams


Theses/Senior papers

Indirect (Supplemental)


Student survey

Alumni survey

Employer survey

National survey


Focus group

Case study

Inventory of assessment methods

Guiding questions for methods

Guiding Questions for Methods

Does the method……

  • Measure your learning outcomes?

  • Measure your learning outcomes accurately?

  • Provide useful information (implications for educational evaluation and improvement)?

    If you answered YES to all of the above, it can be used to demonstrate Institutional Effectiveness

Level of competence

Level of competence

  • Your decision

  • What do you consider a success?


    90% of students will meet “acceptable” level of competence using a rubric



  • UT SACS website

  • Gloria Roger’s materials from October workshop (handouts)

  • DIIA Instructional Assessment Resources (IAR) Website

Where to start

Where to start?

  • Course related:

    • Course descriptions

    • Syllabi

    • Course objectives

    • Course assignments

    • Course exams

  • Other activities:

    • Student exit survey

    • Alumni survey

    • Employer survey

    • National Standardized Exams

      **Key is to “Make use of existing sources”

What can individual faculty do

What can individual faculty do?

  • Syllabus analysis

  • Exam analysis

  • Assignment analysis

  • For more detailed information;

Syllabus analysis

Syllabus analysis

  • Identify course objectives

  • Document those objectives in a table

  • Faculty complete table for each of their courses

Syllabus analysis1

Syllabus Analysis

  • table

Exam analysis

Exam analysis

  • Identify test items that match course objectives

  • Calculate overall student performance for each item

  • Calculate the average performance for items assessing same objective

  • Determine the level of competence

Exam analysis1

Exam Analysis

  • Table

Assignment analysis

Assignment analysis

  • Identify assignment components that match course objectives

  • Assess student performance for each component

  • Determine the level of competence

  • Using rubrics

Assignment analysis1

Assignment Analysis

  • Table



  • Scoring guidelines

  • A set of categories which describe the important components of the work assessed.



  • Scale

  • Descriptors

    Criteria (with indicators)---Things to look for

    Standard --- Description of degree of each level

  • Type



Resources for rubrics

Resources for Rubrics

  • Sample handouts from Relearning by Design Inc.

  • DIIA workshop material

Compile info at program level assessment map

Compile Info at Program level:Assessment Map

Assessment map focused

Assessment Map: focused

Matrix example page

Matrix Example page

Where when who

Where when who

  • Where --- context for assessment (sample)

  • When --- time of data collection

  • Who ---responsible person

    --- who interprets results?

Results recommendation action


  • State in future tense

  • What do you expect as results?

Assessment plan example

Assessment Plan example

Further assistance

Further assistance

  • Dr. Neal Armstrong

    Vice Provost for Faculty Affairs

    Office: MAI 201

    Email: [email protected]

    Phone: (512) 232-3305; (512) 471-4716

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