Writing Effective Assessment Plans

1. Writing Effective Assessment Plans Eva Bagg Associate Dean of Institutional Effectiveness Kim Anderson Course Evaluation Subcommittee Chair Summer 2009

2. Why Assessment Plans? • "the systematic collection, analysis, interpretation, and use of information to understand and improve teaching and learning" (Tom Angelo). • Facilitates periodic, not episodic assessment of student learning and program outcomes • Serves as a planning management guideline for program review process • Leads to improvement in student learning, retention and program completion • Enables faculty to play central role in managing student learning • Facilitates collaboration within and among departments • Required by accreditation

3. Who Is Involved in Organizing Assessment Plans? • Faculty and co-curricular professionals • Department Heads • Deans and Directors • Associate Dean of Institutional Effectiveness Who is Involved with Assessment Plans? All Colleagues contribute and should participate

4. Assessment Plan DevelopmentThings to Consider • Time • How consistent is the evaluation? • How robust is the final data set? • How will our process meet the standards set by the college’s planning process? • How will our process meet the standards set by ACCJC? • How effectively does our process provide guidance to our associates? • How well can our data be used to improve student learning?

5. What Are The Components of Assessment Plans? • First, clearly state outcomes • Second, identify an assessment tool • Third, establish the criteria and level of expectation for success • Fourth, gather and analyze the results • Fifth, identify the actions taken for improvement

6. Assessment Plan Format

7. 1. Identify intended outcomes SLOs = Core, overarching, broad statements of knowledge and skills learned in a course or in an outside of class learning opportunity SUOs = statements of key service effectiveness, efficiency, accuracy, volume, compliance, and experience that is distinct to the unit; process and satisfaction • Avoid complex statements—if outcome contains more than one measurable item, then separate into different outcomes • Use an active verb indicative of expected learning or experience • State what want at end of experience—the outcomes reflect what you want to achieve • The outcomes achievable, reasonable, and measurable • If accredited by a national organization, the outcomes address the expected student learning or service standard of such organizations • If it is part of a sequence so is well-reasoned in relationship

8. Outcome Statements Format

9. 2. Choose Assessment Task • Assessment Tools Direct reasonable replications of real world tasks; capstone exam/project, pre- and post-test, rubric, computerized tracking counts Indirect performance proxies; surveys, student interviews, employee questionnaire Quantitative numerical or statistical values; use actual numbers (scores, rates, etc.) to express quantities of a variable Qualitative descriptive information from questions or statements that provides feedback and possible suggestions; surveys, or summary reports Formative ongoing; to improve learning or process steps Summative final; to gauge quality end product or process Process service received; effective, efficient, correct, accurate, compliance Satisfaction quality of the service interaction; overall or specific service • Common agree so can aggregate results; time efficient & ease of use • Who students, alumni, employers, clients • When time frame & cycle; rotate so not every year but all every cycle • How embed in course assignment or service experience

10. Suggested Assessments

11. Checklist for Assessment Tools • Embedded in everyday activities. • Authentically measures student skills, knowledge, or ability/service process. • Based upon clearly defined material. • Evaluated by explicit criteria. • Collects valid data concerning a specific outcome. • Provides reliable results or reproducible evaluative results. • Assessment criteria and expectations have been validated through discussion with colleagues. • Systematically administered to students or clients. • Conforms to institutional mission and outcomes. • Reflects outcomes consistent with department or program outcomes. • Cost effective concerning resources, supplies and administration.

12. 3. Establish criteria/expectedlevel of achievement • Minimum expectation for success (%, fraction, actual number); 1st time determine a majority then base expectations on previous assessment information when available • What is the achievement standard (satisfactory, a passing grade, numeric score, narrative indicator) • Which students/clients count in data (successful completion of course only, all queried, those identified from this to that date, random sample)

13. 4. Gather and analyze results of assessment • Gather, organize, aggregate, analyze, and report • Process protocol and who’s involved; periodicity; deadlines; regular cycle • Discussions at various meetings – need time • Aggregate • Within the course/department/program • Office of Institutional Effectiveness • Analysis and evaluation • Through discussion with vested individuals, which can mean within and outside of the department/program • Was the data valid and helpful; what does it say that is working well; what could be improved • Discuss the discipline issues • Talk with other departments and community members that are part of the holistic pathway through the program/unit

14. 5. Actions Taken • Based on results ascertain a step or steps to improve student learning, service, or process • Establish definite actions and who is responsible • Implement the actions and document them on the assessment plan • Identify follow-up process and timeframe • On-going assessment cycle

15. Sample Document Layout

16. Outcomes Assessment Loop