WE ASSESS FOR SUCCESS!

1. Ali Riphagen and Sumeet Singh WE ASSESS FOR SUCCESS!

2. About assessment Our experience with assessment Conclusion Q&A Overview

3. The evaluation or estimation of the nature, quality, or ability of someone or something. Defining Assessment

4. It's true that much of that which is crucial to our discipline is also that which is most difficult to measure. Thus, assessment plans often end up measuring that which is easily measured rather than that which is most important. Assessment is measurement of the trivial

5. Assessment should provide information that allows you to improve your program. Feedback! Assessment should….

6. Started with training advisors • Big binder with resources and college policies • Assessment through observation process of trainees • Effectiveness of the program • What are we assessing? • How do we get constructive feedback? • How can we improve? How we got there

7. Decision to digitalize the resources • Design of modules • Enter related resources • Development of learning outcomes • Write clear statements per module • Create course content • Review the resources Close look at training resources

8. The process of assessing our program • Key learning outcomes per module • Determine assessment tools • Develop assessment • Use more than one method • Assessment should clearly relate to the key learning outcomes • Non-tangibles • Evaluating a.k.a. grading You can’t assess what you don’t teach

9. SCREENSHOT: EXAMPLE

10. SCREENSHOT: EXAMPLE

11. No new advisors since implementation of new training program • Anticipating training two new advisors • Experienced advisors tested the survey • Feedback already prompted some changes. Continuing the process…

12. Start with clear statements Present, deliver, teach what you are assessing Collect more than one kind of evidence Write a rubric, if applicable Make sure that your assessment clearly relates to your key learning outcomes Try out surveys and similar tools steps to maximize the quality of assessment methods

13. Keep comparing your assessment tools against your learning outcomes to ensure that they continue to align. Most importantly, remember that assessment does not have to be complicated. All it has to do is provide us with reasonably reliable information that we can use to improve teaching and learning. No one assessment is right for every program in every institution. Conclusion

14. Ali Riphagen riphagen@morainevalley.edu Sumeet Singh Singhs5@morainevalley.edu