Assessment: A Mirror with 2 Faces

2. Assessment: A Mirror with 2 Faces • Accountability Reflective Practice • Accountability Reflective Practice

3. You can’t manage what you can’t measure.

4. Program Review: A Discovery Process A Circle that Never EndsPurpose: To assist faculty and staff in providing high demand, quality programs that remain responsive to the needs and interests of students, the workplace, and relevant baccalaureate programs in our region.

5. It’s a Means to an EndNot a DeficitModel • Purpose: • Something we all care about. • No assumption that program doesn’t measure up – or even needs improvement. • About students – having what they need and deserve. • Providing instruction Producing Learners

6. Program ReviewAuthentic Formative Assessment

7. Assessment CycleINFORMATION COLLECTION REASSESSMENT ANALYSIS (and then perhaps more info. collection) CHANGE PLANNING (problem solving)

8. Assessment is aTeam Sport

9. The Participants • Individuals or committees • Share a passion for their program and teaching • Pre-conceived notions of problems/solutions • Attitudes toward assessment

10. The Document Itself: Major Components • Data Elements: Enrollment, Academic Progress, Retention, Transfer, Employment • Mission and Goals, including Special Populations, External Input, Recruitment • Curriculum - Outcomes-Based • Skills and Competencies • Scope and Sequence • Core Requirements • Developmental Courses • Workbased-Learning • Teaching Methodologies • Assessment Strategies • Desired/Anticipated Revisions

11. Instructional Support • Staffing • Support Services • Facilities • Professional Development • Budget • Additional Areas of Inquiry • Strengths, Weaknesses, Plans for Revision

12. Data • Enrollment • Academic Progress • Retention • Student Population • Student Transfer • Student Employment • Surveys • Focus Groups

13. Curriculum requirements understandings assessment skills competencies learning experiences

14. Examples: Question 11Major Educational Outcomes of the Academic Support Services • Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning. • Students who participate regularly in the Academic Support Services acquire the skills to evaluate their strengths and weaknesses. • Students who participate regularly in the Academic Support Services acquire the skills to articulate what they have learned. • Students who participate regularly in the Academic Support Services acquire the skills to formulate and achieve their own educational and vocational goals.

15. Student Outcome/Competency Assessment Criteriaand Methods What should the student be able to do? (Performance/knowledge expectations for program graduates listed in student outcome terms.) What activities/ assignments will enable the student to achieve it? (If the strategy is contained within a particular course, please list the course first, with the relevant activity or activities listed next to each course.) How do the instructor and student know that the competency has been achieved? How is the student’s performance judged? Section III: Curriculum 11. Please indicate below the major educational outcomes for students enrolled in this program, how each outcome is attained (i.e., through a specific named course, activity, or project) and how the attainment of each outcome is assessed. Five to ten major programmatic outcomes should be listed. If there is nothing currently in place that is intended to provide for the attainment of a particular outcome or to assess the extent to which the outcome has been realized, please leave the appropriate space blank. The “blanks” will help to identify areas that need further development. Strategies for Attainment

16. Student Outcomes/ Competencies Strategies for Attainment Assessment Criteria and Methods Student applies previewing skills when reading articles. Student is encouraged to identify the title, locate headings and subheadings, identify bold face, illustrations, graphic aids, chapter questions, and summaries. Student can describe the contents of the article, making specific references. Student determines the main idea of a paragraph. Student finds the sentence that tells what the whole paragraph is about if the main idea is stated. Student lists supporting details and generates his/ own sentence if the main idea is not explicitly stated. Student is successful, on practice quizzes, identifying the main idea or creating one when the main idea is not present. READINGObjective 1: Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning.

17. Start to Finish ... Participants Program • Program Review Document • Questions • Data • Discovery/Questioning Organization Phase Strengths Weaknesses Recommendations Plans for Improvement

18. I Meeting with Provost • Celebration of Effort and Achievement • Supportive • Discussion of Implementation of Plans for Improvement

19. Follow-Up • I. D. of Action Plans, Time Lines, Budget Requests • Budget Follow-through • Action Plan Follow-up

20. Improving Teaching and Learning • Revise teaching strategies to improve student achievement • Revise course content to assure appropriate attention to areas that need increased attention • Replace or revise courses, programs, services • Change sequence of courses • Add a requirement or required course • Enhance the advising process • Increase focus throughout the co-curriculum • Increase/enhance support services (Jeffrey Seybert, Johnson County Community College)

21. You can’t manage what you can’t measure.

22. Assessment CycleINFORMATION COLLECTION REASSESSMENT ANALYSIS (and then perhaps more info. collection) CHANGE PLANNING (problem solving)