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Assessment Workshop. College of San Mateo February 2006. Program Assessment. Program assessment is an on-going process designed to monitor and improve student learning. Faculty: develop explicit statements of what students should learn.

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Assessment workshop

Assessment Workshop

College of San Mateo

February 2006

Program assessment
Program Assessment

Program assessment is an on-going process designed to monitor and improve student learning. Faculty:

  • develop explicit statements of what students should learn.

  • verify that the program is designed to foster this learning.

  • collect empirical data that indicate student attainment.

  • use these data to improve student learning.

Why so much emphasis on assessment
Why so much emphasis on assessment?

  • Accreditation Expectations

  • Being Learning-Centered

  • The Bottom Line

Accjc expectations
ACCJC Expectations

  • For general education

  • For assessment

Pop quiz
Pop Quiz

1. ACCJC expects institutions to integrate learning outcomes into

a. programs

b. program review processes

c. syllabi

d. grading practices

e. all of the above

2 who should control the assessment of student learning
2. Who should control the assessment of student learning?

  • Administrators

  • External consultants

  • Faculty

  • Institutional research professionals

Learning centered institutions
Learning-Centered Institutions

  • Academic program goals and curriculum

  • How students learn

  • Course structure and grading

  • Pedagogy and course delivery

  • Faculty instructional roles

  • Assessment

  • Campus support for learning

The cohesive curriculum
The Cohesive Curriculum

  • Coherence

  • Synthesizing Experiences

  • Ongoing Practice of Learned Skills

  • Increasing Sophistication and Application

Curriculum alignment matrix
Curriculum Alignment Matrix

  • I = outcomes are introduced at the basic level

  • D = students are given opportunities to practice, learn more about, and receive feedback to develop more sophistication

  • M = students demonstrate mastery at a level appropriate for graduation

    Is this a cohesive curriculum?

Course planning
Course Planning

  • Course Outcome

  • Activity

  • Assessment

Assessment steps
Assessment Steps

1. Goals and outcomes

2. Alignment

3. A meaningful, manageable, sustainable assessment plan

4. Collect assessment data.

5. Close the loop.

6. Routinely examine the assessment process.

Elements of an assessment plan
Elements of an Assessment Plan

  • Who?

  • What?

  • When? How often?

  • Where?

  • How?

Quotations from the wise and experienced

Quotations from the Wise and Experienced

We don t have to assess every outcome in every student every year

We don’t have to assess every outcome in every student every year!


  • Direct vs. Indirect Assessment

  • Quantitative vs. Qualitative Assessment

  • Value-Added vs. Absolute Attainment

  • Embedded Assessment

  • Authentic Assessment

  • Formative vs. Summative Assessment

Articulating learning outcomes
Articulating Learning Outcomes:

  • Knowledge

  • Skills

  • Values

Outcomes at different levels
Outcomes at Different Levels

  • Course Session Level

  • Course Level

  • Program Level

  • Institutional Level

Program learning outcomes
Program Learning Outcomes:

  • Focus on what students learn.

  • Should be widely distributed.

  • Should be known by all major stakeholders.

  • Guide course and curriculum planning.

  • Encourage students to be intentional learners.

  • Focus assessment efforts.

Mission goals and outcomes
Mission, Goals, and Outcomes

  • Mission

  • Goals

  • Outcomes





Possible learning goals
Possible Learning Goals

  • Institution-Wide Goals

  • Program-Specific Goals

Effective learning outcomes
Effective Learning Outcomes

  • Use active verbs to describe behaviors.

  • Identify the expected depth of processing.

  • Distinguish between absolute and value-added expectations.

Outcomes for administrative and academic support units
Outcomes for Administrative and Academic Support Units

  • Processes

  • Learning Outcomes

  • Satisfaction Indicators

Effective outcomes
Effective Outcomes

  • Consistent with unit and campus mission

  • Realistic

  • Few in number

  • Used by staff to set priorities and make decisions

Assessment strategies for administrative and academic support units
Assessment Strategies for Administrative and Academic Support Units

  • Counts

  • Client Satisfaction

  • External Evaluations

  • Learning Outcomes

Implementation ideas insights and brainstorms
Implementation Ideas, Support UnitsInsights, and Brainstorms

Assessment techniques
Assessment Techniques Support Units

  • Direct

  • Indirect

Properties of good assessment techniques
Properties of Good Support UnitsAssessment Techniques

  • Valid

  • Reliable

  • Actionable

  • Efficient and cost-effective

  • Engaging to respondents

  • Engaging to us

  • Triangulation

Strategies for direct assessment
Strategies for Direct Assessment Support Units

  • Published Tests

  • Locally-Developed Tests

  • Embedded Assessment

  • Portfolios

  • Collective Portfolios

Implementation ideas insights and brainstorms1
Implementation Ideas, Support UnitsInsights, and Brainstorms

Strategies for indirect assessment
Strategies for Indirect Assessment Support Units

  • Surveys

  • Interviews

  • Focus Groups

Implementation ideas insights and brainstorms2
Implementation Ideas, Support UnitsInsights, and Brainstorms

Developing and applying rubrics
Developing and Applying Rubrics Support Units

  • Holistic rubrics

  • Analytic rubrics

Rubric examples
Rubric Examples Support Units

Online rubrics

Online Rubrics Support Units

Rubric strengths
Rubric Strengths Support Units

  • Complex products or behaviors can be examined efficiently.

  • Developing a rubric helps to precisely define faculty expectations.

  • Well-trained reviewers apply the same criteria and standards.

  • Rubrics are criterion-referenced, rather than norm-referenced.

  • Ratings can be done by faculty or others.

Rubrics can be useful for grading as well as assessment
Rubrics can be useful for grading, as well as assessment. Support Units

  • Points for grading vary among faculty

  • Categories are used for assessment

  • Opportunity to provide formative feedback to students

Using rubrics in courses
Using Rubrics in Courses Support Units

1. Hand out rubric with assignment.

2. Use rubric for grading.

3. Develop rubric with students.

4. Students apply rubric to examples.

5. Peer feedback using rubric.

6. Self-assessment using rubric.

Generic rubric
Generic Rubric Support Units

Check for inter-rater reliability to see if it works.

Creating a rubric
Creating a Rubric Support Units

  • Adapt an existing rubric

  • Analytic approach

  • Expert-systems approach

Managing group readings
Managing Group Readings Support Units

  • One reader/document

  • Two independent readers/document

  • Paired readers

Before inviting colleagues
Before Inviting Colleagues Support Units

  • Develop and pilot test the rubric.

  • Select exemplars.

  • Develop a recording system.

  • Consider pre-programming a spreadsheet for data collection.

Implementation ideas insights and brainstorms3
Implementation Ideas, Support UnitsInsights, and Brainstorms