Assessing CADE Student Learning Outcomes

1. Assessing CADE Student Learning Outcomes Karla Kennedy-Hagan, PhD, RD, LDN Eastern Illinois University Charleston, IL

2. Agenda • What is assessment? • Guiding principles • Outcomes assessment • Overview of CADE requirements • Eight steps to assessment planning

3. What is assessment? • Different interpretations • A student’s view • A professor’s view • A manager’s view • A senior administrator’s view

4. Nine principles of good practice for assessing student learning • Assessment of student learning begins with educational values. • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. • Assessment works best when the program it seeks to improve has clear, explicitly stated purposes. • Assessment requires attention to outcomes, but also and equally to the experiences that lead to those outcomes. • Assessment works best when it is ongoing, not episodic. American Association for Higher Education, 2002

5. Nine principles, cont. • Assessment fosters wider improvement when representatives from across the educational community are involved. • Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. • Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. • Through assessment, educators meet responsibilities to students and to the public. American Association for Higher Education, 2002

6. Outcome assessment • Defined as a comprehensive process for evaluating and, if needed, improving programs and student learning. • Involves planning, conducting, analyzing, and reporting systematic and comprehensive assessment of program goals, objectives, competencies, and learning outcomes. Outcomes Assessment for Dietetic Educators, 2002

7. Purposes of outcomes assessment • Improve teaching and learning • Achieve accountability • Are the students learning what they are suppose to be learning? • Are educational programs being administered efficiently? • Does the program effectively meet the needs of the community, business, etc.

8. 2008 Eligibility Requirements and Accreditation Standards (ERAS) Student learning outcomes (SLOs) state what a student/intern must be able to do at the completion of a dietetics education program. Competencies and student learning outcomes are provided in the ERAS 2008 document - Appendix A for each program type.

9. Student Learning Outcomes SLO have been categorized into four domains: • Scientific and Evidence Base of Practice • Professional Practice Expectations • Clinical and Customer Services • Practice Management and Use of Resources.

10. Competencies and Student Learning Outcomes 31 Competencies/Learning Outcomes for Dietetic Technician Programs (DTP). The 13 Foundation Knowledge Requirements are indirectly measured as a result of assessing achievement of Competencies/Learning Outcomes and do not need to be measured separately. 17 Foundation Knowledge Requirements/Learning Outcomes for Didactic Programs (DPD) 38 Competencies/Learning Outcomes for Coordinated Programs (CP). The 11 Foundation, Knowledge Requirements are indirectly measured as a result of assessing achievement of Competencies /Learning Outcomes and do not need to be measured separately. 38 Competencies/Learning Outcomes for Dietetic Internships (DI)

11. Student Learning Outcomes Assessment Plan includes • Competencies/Student Learning Outcomes • Assessment methods that will be used • Course or rotation in which assessment will occur • Individuals responsible for ensuring assessment occurs • Timeline for collecting the assessment data • The plan is implemented as part of systematic ongoing program assessment

12. Where do you start? • ERAS • Competencies • Student Learning Outcomes (SLO) • SLO Assessment Plan • Use the eight step process

13. Create a SLO Assessment Plan My example: SLO/Competancies - Assessment methods – Course or rotation – Individuals responsible for ensuring assessment occurs - Timeline for collecting data - Analyze data - Report findings – Make improvements - Step one

14. Now your ideas

15. SLO/Competancies DI 1.1-1.5 DI 2.1-2.9 DI 3.1-3.7 DI 4.1-4.12 My example: DI 2.4 Use effective education and counseling skills to facilitate behavior change DI 2.8 Demonstrate initiative by proactively developing solutions to problems. Step two

16. Now your ideas

17. Brainstorm varied methods to collect assessment data. Surveys Evaluations Observation Exams Other Mix and match methods Qualitative Quantitative My example: Student self evaluation Reflection paper Preceptor/Faculty evaluation Client evaluation Mixed method approach including: Quantitative – rate on a scale of 1-5 Qualitative – written comments to support ratings Step three

18. Now your ideas

19. When to evaluate? Rotation Course My example: Rotation Course Step four

20. Now your ideas

21. Individual responsible for ensuring that the assessment occurs Faculty Preceptor Supervisor Participant Student Coordinators My example: Faculty Preceptor Student Step five

22. Now your ideas

23. Timeline to collect data Weekly Monthly Yearly Bi-weekly Bi-monthly Bi-yearly Other My example: 4 weeks each semester Step six

24. Now your turn

25. Analyze and assess data Triangulation: When a variety of data collection strategies and analytic techniques are used to yield convergent conclusions. Reduces bias Triangulate assessment finding as needed Student self assessment Faculty assessment Preceptor assessment Client assessment Other Example 4 /5 on Student self evaluations Student self reflection 4 / 5 on Preceptor evaluations 5 /5 on Client evaluations 4 / 5 on Faculty observations Step seven

26. Now your ideas

27. Create plans for improvement. Example: Have student's collect food models needed for counseling session prior to session. Step eight

28. Now your ideas

29. Group work Working in small groups discuss how you have assessed SLO/Competencies. Share with other attendees

30. Questions? Thank you!