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USING Tk20 SOFTWARE TO OPTIMIZE OUTCOMES ASSESSMENT: A CASE STUDY

USING Tk20 SOFTWARE TO OPTIMIZE OUTCOMES ASSESSMENT: A CASE STUDY. John W. Rogers Ph. D. VP Institutional Effectiveness American International College. Founded in 1885 Small Private, Non Profit College 3500 students: half UG/half graduate

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USING Tk20 SOFTWARE TO OPTIMIZE OUTCOMES ASSESSMENT: A CASE STUDY

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  1. USING Tk20 SOFTWARE TO OPTIMIZE OUTCOMES ASSESSMENT: A CASE STUDY John W. Rogers Ph. D. VP Institutional Effectiveness American International College

  2. Founded in 1885 • Small Private, Non Profit College • 3500 students: half UG/half graduate • 40 UG programs and 15 graduate programs: include Nursing, Graduate Business, and Masters programs in a variety of areas • Masters and Doctorates in Education are offered in US and international satellite locations

  3. NEASC 10 Year Review January, 2010: Monitor institution’s progress: • Improvement in financial health; • “establishing a campus-wide assessment program focused on enhancing institutional effectiveness, especially with regard to assessment of student learning outcomes;” • Faculty development and academic program improvement; • Student information literacy

  4. The Challenge • Centralized data collection vs. decentralized data management • Each program needs to take ownership of its outcomes assessment plan • Campus wide responsibility for aggregating data • Continuous improvement and evidence based resource allocation • Accrediting bodies need to see a coherent story of institutional quality and performance management

  5. Criteria for Software Selection • Hosting in-house • Cash flow advantage • Flexibility in application • Portfolio durability • Alumni relations • Usability: common user interface • Survey function is fully integrated with system and is confidential • In-house hosting process: we build server, we design the system, integrate with SIS, vendor sets it up and provides maintenance

  6. Implementation Planning • Train the trainer model • Select early adapters • Communicate to the entire community: Assessment Day • Involve non-academic departments: • Administration – Finance, Business Office, Financial Aid, Admissions • Student Activities – Residence Life, Athletics, Security, Career Services

  7. The Assessment Process • The Mission of the College • Learning Objectives and Broad based Goals • Define program responsibilities and a hierarchy of authority • Program Learning Objectives related to artifacts for measurable results • Map artifacts to the program curriculum • Gather data and aggregate it for continuous improvement

  8. Tk20 Applications • Manage assessment plans: learning objectives, artifacts, curriculum map, and streams of evidence • Electronic course evaluations • Practica and internships • Portfolios for assessment and career planning • Faculty artifacts and development • Student advising • Surveys of faculty, students, and staff • Assess “non-academic” programming • Strategic Plan Dashboards

  9. Level of Mastery Categories

  10. Institutional Effectiveness

  11. Electronic Course Evaluations • Replace paper and pencil/Scantron system • Give real time feedback on instructor performance • Timely aggregation and reporting to deans and program directors

  12. Survey Design

  13. Aggregate Results by Instructor

  14. Longitudinal Information

  15. Longitudinal Information

  16. E-Portfolio • Critical aspects of assessment software • Already required in physical or limited electronic form by program specific accreditors • Electronic Portfolio system becomes easy and comprehensive method of assessment; assessment is “baked in”

  17. Analogy of the Map The curriculum map allows an institution, college, or program to demonstrate: • where you are going (goals/outcomes to be met) • how you are getting there (skills taught and assessments used).

  18. Analogy of the Map

  19. Where Are You Going? Huba and Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights: Allyn & Bacon, 2000.

  20. What are transition points? Key points in a program when a unit assesses candidate knowledge, skills, and professional dispositions to determine if candidates are ready to proceed to the next stage in a program.

  21. Should be defined per program Minimum of 4 Stages Defining Transition Points

  22. Secondary Education

  23. Reports • The following types of reports are available based on data collection has begun: • Success Rate at Each Transition Point • Distribution of Students Meeting each Transition Point Requirement • Percentage of Students Meeting each Transition Point Requirement

  24. Success Rate at Each Transition Point

  25. Distribution of Students in Early Childhood Education Program by Transition Points

  26. Aggregate Report of Students Passing Each Transition Point

  27. Standard Mapping • Align course work to standards for: • State Boards of Education • Professional accrediting bodies: Business, Nursing, PT, OT, CJ, Education • Regional accreditors • Relate competencies developed in curriculum to specific standards for accreditation

  28. Reports NAEYC Initial Licensure Standards in Early Childhood Education

  29. Field Experience • Collect demographic data on sites where students are placed • Students use electronic templates to submit field experience work • Mentors assess student work in relation to agreed criteria; and comment on student preparedness • Aggregate data on: • % of students who complete practica • Effectiveness of sites in achieving program objectives

  30. Faculty Artifacts • Demonstrate that faculty have credentials and levels of engagement required to fulfill program objectives • Reports provide evidence of faculty qualification, research, teaching effectiveness, and institutional contributions • Treat faculty as the essential human capital of the institution

  31. Strategic Plan Dashboards • Align Broad based Goals and Strategic Initiatives with: • Action Plans • Budgets • Assessment Measures • Dashboard for tracking and monitoring • Include “non academic” departments

  32. Benefits to the Institution • Track student progress • E-Portfolio aid students and advisors in developing resume, graduate school applications • Identify trends in programs • Identify areas of improvement • Generate reports to fulfill accreditation needs • Communicate with senior management and Board on Performance Management – “close the loop” with Strategic Plan

  33. Questions/Comments Thanks for attending the session John W. Rogers Ph. D. john.rogers@aic.edu

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