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Assessment 201--Beyond the Basics Assessing Program Level Assessment Plans. University of North Carolina Wilmington Susan Hatfield Winona State University [email protected] Outline. Language of Assessment Assessing Assessment Plans Mistakes to Avoid. Language of Assessment.

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assessment 201 beyond the basics assessing program level assessment plans

Assessment 201--Beyond the BasicsAssessing Program Level Assessment Plans

University of North Carolina

Wilmington

Susan Hatfield

Winona State University

[email protected]

outline
Outline
  • Language of Assessment
  • Assessing Assessment Plans
  • Mistakes to Avoid
language of assessment4
Language of Assessment
  • A. General skill or knowledge category

GOAL

  • B. Specific accomplishments to be achieved OUTCOME
  • C. Activities and Assignments to help students learn LEARNING EVENTS
  • D. The key elements related to the accomplishment of the outcome COMPONENTS
language of assessment5
Language of Assessment
  • E. The objects of analysis OBJECTS
  • F. Data indicating degree of achievement CHARACTERISTICS
  • G. Combination of data indicating relative degree of achievement of the learning outcome INDICATORS
goals7
Goals

Organizing Principle

Category or Topic Area

Subjects

student learning outcomes
Student Learning Outcomes

Goal

Outcome

Outcome

Outcome

Outcome

Outcome

learning events11
Learning Events
  • Assignments (in class and out of class)
  • Feedback on practice
  • Self evaluation
  • Peer evaluation
  • Role Play
  • Pre Tests
  • Simulation
student learning outcomes13
Student Learning Outcomes

Goal

Outcome

Outcome

Outcome

Outcome

Outcome

Learning events

Object

student learning outcomes15
Student Learning Outcomes

Goal

Outcome

Outcome

Outcome

Outcome

Outcome

component

Object

Evaluative elements

component

component

student learning outcomes17
Student Learning Outcomes

Goal

Outcome

Outcome

Outcome

Outcome

Outcome

Evaluative criteria

component

Object

component

component

Characteristics

student learning outcomes19
Student Learning Outcomes

GOAL

Outcome

Outcome

Outcome

Outcome

Outcome

Degree to which outcome

is achieved

component

Object

component

indicator

component

component

overall questions22
Overall Questions
  • Why are we doing assessment?
  • Who is responsible for assessment in your program?
assessing program level assessment plans23
Assessing Program Level Assessment Plans
  • Student Learning Outcomes
  • Assessment Methods
  • Implementation Strategy
  • Data Interpretation
assessing student learning outcomes
Assessing StudentLearning Outcomes
  • Has the program identified program level student learning outcomes?
assessing student learning outcomes26
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
student learning outcomes27
Student Learning Outcomes
  • Supported by core courses in the curriculum?
  • Are the student level learning outcomes developed throughout the curriculum?
assessing student learning outcomes28
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
slide29
Professional

Skills

Problem

Solving

Communication

Research

Methods

speak

write

cooperate

relate

assessing student learning outcomes30
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
unc w mission
UNC-W Mission
  • Intellectual curiosity
  • Imagination
  • Critical thinking
  • Thoughtful expression
  • Diversity
  • International perspectives
  • Service
assessing student learning outcomes32
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
student learning outcomes33
Student Learning Outcomes
  • Students should be able to

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slide34
Associate

Classify

Compare

Compute

Contrast

Differentiate

Discuss

Distinguish

Estimate

Explain

Express

Extrapolate

Interpolate

Locate

Predict

Report

Restate

Review

Tell

Translate

Analyze

Appraise

Calculate

Categorize

Classify

Compare

Debate

Diagram

Differentiate

Distinguish

Examine

Experiment

Identify

Inspect

Inventory

Question

Separate

Summarize

Test

Arrange

Assemble

Collect

Compose

Construct

Create

Design

Formulate

Integrate

Manage

Organize

Plan

Prepare

Prescribe

ProducePropose

Specify

Synthesize

Write

Appraise

Assess

Choose

Compare

Criticize

Determine

Estimate

Evaluate

Grade

Judge

Measure

Rank

Rate

Recommend

Revise

Score

Select

Standardize

Test

Validate

Cite

Count

Define

Draw

Identify

List

Name

Point

Quote

Read

Recite

Record

Repeat

Select

State

Tabulate

Tell

Trace

Underline

Apply

Calculate

Classify

Demonstrate

Determine

Dramatize

Employ

Examine

Illustrate

Interpret

Locate

Operate

Order

Practice

Report

Restructure

Schedule

Sketch

Solve

Translate

Use

Write

student learning outcomes35
Student Learning Outcomes
  • Learner Centered
  • Specific
  • Action oriented
  • Cognitively appropriate for the program level
student learning outcomes36
Student Learning Outcomes
  • Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.
student learning outcomes37
Student Learning Outcomes
  • Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.
student learning outcomes38
Student Learning Outcomes
  • Students will demonstrate analytical, creative, and evaluative thinking in the analysis of theoretical or practical issues.
student learning outcomes39
Student Learning Outcomes
  • Learner Centered
  • Specific
  • Action oriented
  • Cognitively appropriate for the program level
slide40
COMPREHENSION

EVALUATION

APPLICATION

ANALYSIS

SYNTHESIS

KNOWLEDGE

Associate

Classify

Compare

Compute

Contrast

Differentiate

Discuss

Distinguish

Estimate

Explain

Express

Extrapolate

Interpolate

Locate

Predict

Report

Restate

Review

Tell

Translate

Analyze

Appraise

Calculate

Categorize

Classify

Compare

Debate

Diagram

Differentiate

Distinguish

Examine

Experiment

Identify

Inspect

Inventory

Question

Separate

Summarize

Test

Arrange

Assemble

Collect

Compose

Construct

Create

Design

Formulate

Integrate

Manage

Organize

Plan

Prepare

Prescribe

ProducePropose

Specify

Synthesize

Write

Appraise

Assess

Choose

Compare

Criticize

Determine

Estimate

Evaluate

Grade

Judge

Measure

Rank

Rate

Recommend

Revise

Score

Select

Standardize

Test

Validate

Cite

Count

Define

Draw

Identify

List

Name

Point

Quote

Read

Recite

Record

Repeat

Select

State

Tabulate

Tell

Trace

Underline

Apply

Calculate

Classify

Demonstrate

Determine

Dramatize

Employ

Examine

Illustrate

Interpret

Locate

Operate

Order

Practice

Report

Restructure

Schedule

Sketch

Solve

Translate

Use

Write

Lower division course

outcomes

slide41
COMPREHENSION

EVALUATION

APPLICATION

ANALYSIS

SYNTHESIS

KNOWLEDGE

Associate

Classify

Compare

Compute

Contrast

Differentiate

Discuss

Distinguish

Estimate

Explain

Express

Extrapolate

Interpolate

Locate

Predict

Report

Restate

Review

Tell

Translate

Analyze

Appraise

Calculate

Categorize

Classify

Compare

Debate

Diagram

Differentiate

Distinguish

Examine

Experiment

Identify

Inspect

Inventory

Question

Separate

Summarize

Test

Arrange

Assemble

Collect

Compose

Construct

Create

Design

Formulate

Integrate

Manage

Organize

Plan

Prepare

Prescribe

ProducePropose

Specify

Synthesize

Write

Appraise

Assess

Choose

Compare

Criticize

Determine

Estimate

Evaluate

Grade

Judge

Measure

Rank

Rate

Recommend

Revise

Score

Select

Standardize

Test

Validate

Cite

Count

Define

Draw

Identify

List

Name

Point

Quote

Read

Recite

Record

Repeat

Select

State

Tabulate

Tell

Trace

Underline

Apply

Calculate

Classify

Demonstrate

Determine

Dramatize

Employ

Examine

Illustrate

Interpret

Locate

Operate

Order

Practice

Report

Restructure

Schedule

Sketch

Solve

Translate

Use

Write

Upper division

Course / Program

outcomes

assessing student learning outcomes42
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
components43
Components
  • Define student learning outcomes
  • Provide a common language for describing student learning
  • Must be outcome specific
  • Must be shared across faculty
  • Number of components will vary by outcome
slide44
Communication

Write

Relate

Speak

Listen

Participate

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

components45
Components

Goal

Outcome

Outcome

Outcome

Outcome

Outcome

component

Evaluative elements

component

component

components46
Components

Communication

Write

Relate

Speak

Listen

Participate

mechanics

Lab report

style

organization

slide48
Course

Course

Course

Course

Course

Speaking

eye contact

gestures

volume

sources

transitions

style

rate

poise

examples

verbal variety

appearance

evidence

organization

organization

attention getter

slide49
Can our students deliver

an effective Public Speech?

eye contact

gestures

volume

sources

transitions

style

rate

poise

examples

verbal variety

appearance

evidence

conclusion

organization

attention getter

example 1
Example #1

Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected

BETTER: Students will be able to apply factual information to a problem

COMPONENTS:

Relevance

Clarity

Comprehensiveness

Aware of Bias

example 2
Example #2

Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems

BETTER: Students will be able to provide alternative solutions to situations or problems

COMPONENTS:

Variety of assumptions, perspectives, interpretations

Analysis of comparative advantage

example 3
Example #3

Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty)

BETTER: Students will be able to test hypotheses.

COMPONENTS

Data collection

Statistical Analysis

Graphical Analysis

Identification of sources of error

assessing student learning outcomes54
Assessing Student Learning Outcomes
  • Reasonable number?
  • Tied to university mission / goals?
  • Appropriate format?
  • Do faculty and students understand what the outcomes mean? (components)
  • Is there a common language for describing student performance? (characteristics)
performance characteristics55
Performance Characteristics
  • Scale or description for assessing each of the components
  • Two to Five-point scales for each component
  • Anchored with descriptions and supported by examples
performance rubric
Performance Rubric

Performance Characteristics

Does not meet

Expectations

Meets

Expectations

Exceeds

Expectations

Components

slide57
Communication

Speak in public situations

Verbal Delivery

Nonverbal Delivery

Structure

Evidence

performance characteristics58
Performance Characteristics

Level or degree:

  • Accurate, Correct
  • Depth, Detail
  • Coherence, Flow
  • Complete, Thorough
  • Integration
  • Creative, Inventive
  • Evidence based, supported
  • Engaging, enhancing
performance characteristics description anchors
Performance CharacteristicsDescription Anchors
  • Missing - Included
  • Inappropriate - Appropriate
  • Incomplete - Complete
  • Incorrect - Partially Correct - Correct
  • Vague - Emergent - Clear
  • Marginal - Acceptable - Exemplary
  • Distracting - Neutral - Enhancing
  • Usual - Unexpected - Imaginative
  • Ordinary - Interesting - Challenging
performance characteristics description anchors60
Performance CharacteristicsDescription Anchors
  • Simple - More fully developed - Complex
  • Reports - Interprets - Analyzes
  • Basic - Expected - Advanced
  • Few - Some - Several - Many
  • Isolated - Related - Connected - Integrated
  • Less than satisfactory - satisfactory - more than satisfactory - outstanding
  • Never - Infrequently - Usually - Always
slide61
Communication

Speak in public situations

Verbal Delivery

Several - Some - Few fluency problems

Nonverbal Delivery

Distracting - Enhancing

Structure

Disconnected - Connected - Integrated

Evidence

Doesn’t support - Sometimes - Always supports

rubric resource
Rubric Resource

www.winona.edu/air/rubrics.htm

assessing student learning outcomes63
Assessing Student Learning Outcomes
  • Outcomes supported by core courses in the curriculum?
  • Are the student level learning outcomes developed throughout the curriculum?
slide64
Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Course

5

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

assessing student learning outcomes65
Assessing Student Learning Outcomes
  • Supported by core courses in the curriculum?
    • Orphan outcomes?
    • Empty requirements?
slide66
Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Course

5

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

slide67
Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Course

5

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

student learning outcomes68
Student Learning Outcomes
  • Supported by core courses in the curriculum?
    • Orphan outcomes?
    • Empty requirements?
  • Developed through the curriculum?

Knowledge / Comprehension

Application / Analysis

Synthesis / Evaluation

slide69
Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Cluster

1

K

A

S

K

A

S

A

A

S

K

A

S

K

A

S

K

A

S

K

A

S

assessing assessment methodology
Assessing Assessment Methodology
  • Does the assessment plan measure student learning, or program effectiveness?
  • Does the plan rely on direct measures of student learning?
  • Do the learning objects match the outcomes?
assessing assessment methodology72
Assessing Assessment Methodology
  • Is there a systematic approach to implementing the plan?
assessing assessment methodology73
Assessing Assessment Methodology
  • Does the assessment plan measure student learning, or program effectiveness?
  • Does the plan rely on direct measures of student learning?
  • Do the learning objects match the outcomes?
assessment of program effectiveness
Assessment of Program Effectiveness
  • What the program will do or achieve
    • Curriculum
    • Retention
    • Graduation
    • Placement
    • Satisfaction (graduate and employer)
assessment of student learning outcomes
Assessment of Student Learning Outcomes
  • What students will do or achieve
  • Examines actual student work
assessing assessment methodology76
Assessing Assessment Methodology
  • Does the assessment plan measure student learning, or program effectiveness?
  • Does the plan rely on direct measures of student learning?
  • Do the learning objects match the outcomes?
direct measures of student learning
Direct Measures of Student Learning
  • Capstone experiences
  • Standardized tests
  • Performance on national licensure certification or professional exams
  • Locally developed tests
  • Essay questions blind scored by faculty
  • Juried review of senior projects
  • Externally reviewed exhibitions performances
  • Evaluation of internships based upon program learning outcomes
indirect measures of learning
Indirect Measures of Learning
  • Alumni, employer, and student surveys (including satisfaction surveys)
  • Exit interviews of graduates and focus groups graduate follow up studies
  • Retention and transfer studies
  • Length of time to degree
  • ACT scores
  • Graduation and transfer rates
  • Job placement rates
non measures of student learning
Non-Measures of Student Learning
  • Curriculum review reports
  • Program review reports from external evaluators
  • Faculty publications and recognition
  • Course enrollments and course profiles
  • Faculty / student ratios, percentage of students who study abroad
  • Enrollment trends
  • 5 year graduation rates
  • Diversity of the student body
assessing assessment methodology80
Assessing Assessment Methodology
  • Does the assessment plan measure student learning, or program effectiveness?
  • Does the plan rely on direct measures of student learning?
  • Do the learning objects match the outcomes?
learning objects81
Learning Objects
  • Standardized Exam, abstract, advertisement, annotated bibliography, biography, briefing, brochure, budget, care plan, case analysis, chart, cognitive map, court brief, debate, definition, description, diagram, dialogue, diary, essay, executive summary, exam, flow chart, group discussion, instruction manual, inventory, lab notes, letter to the editor, matching test, mathematical problem, memo, micro theme, multiple choice test, narrative, news story, notes, oral report, outline, performance review, plan, precis, presentation, process analysis, proposal, regulation, research proposal, review of literature, taxonomy, technical report, term paper, thesis, word problem, work of art. (Walvoord Anderson 1998).
matching outcomes to objects
Matching Outcomes to Objects
  • Logical decision
  • Demonstrate components
  • ? Individual vs. group assignment
  • ? Amount of feedback provided in preparation of the assignment
  • ? Timing / program / semester
assessing assessment methodology83
Assessing Assessment Methodology
  • Is there a systematic approach to implementing the plan?
    • Not every outcome in every course by every faculty every semester
    • Identified Assessment Points?
slide84
Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Course

5

K

A

S

K

A

S

A

A

S

S

K

A

K

A

S

A

S

K

A

S

K

assessing implementation strategy
Assessing Implementation Strategy
  • Is the assessment plan being phased in?
  • Is there a systematic method for assessing student learning objects?
  • Is there a method for collecting and organizing data?
assessing implementation strategy87
Assessing Implementation Strategy
  • Is the assessment plan being phased in?
  • Is there a systematic method for assessing student learning objects?
  • Is there a method for collecting and organizing data?
slide88
Phase 4

Student

Learning

Outcomes

Course

1

Course

2

Course

3

Course

4

Course

5

K

A

S

K

A

S

A

A

S

S

K

A

K

A

S

A

S

K

A

S

K

assessment methodology89
Assessment Methodology
  • Is there a systematic method for assessing student learning objects?
scoring option 1
Scoring Option 1
  • Course instructor
    • Collects, assesses, and provides aggregate data
  • Assessment committee (program)
    • Consolidates and reports data to internal and external constituencies
  • Community
    • Discusses data, implications, priorities and
    • (if necessary) plans for improvement
scoring option 2
Scoring Option 2
  • Course instructor
    • Collects assignment
  • Assessment committee (program)
    • Samples, evaluates, analyzes and reports data to internal and external constituencies
  • Community
    • Discusses data, implications, priorities and
    • (if necessary) plans for improvement
assessing implementation strategy92
Assessing Implementation Strategy
  • Is there a method for collecting and organizing data?
reporting methods
Reporting Methods
  • Tear off page
  • Carbonless copy paper
  • Reporting templates
    • Paper
    • WWW
slide94
Communicate Effectively

Demonstrate Oral Communication Skills

Course 5

Does not

meet

Meets

Exceeds

Verbal

Delivery

13%

65%

17%

7%

Nonverbal

Delivery

21%

72%

54%

Organization

14%

32%

Evidence

Transitions

slide95
Communicate Effectively

Demonstrate Oral Communication Skills

PROGRAM WIDE COMPETENCY REPORT

Does not

meet

Meets

Exceeds

Verbal

Delivery

20%

65%

15%

57%

30%

Nonverbal

Delivery

13%

58%

Organization

24%

18%

Evidence

Transitions

interpreting data
Interpreting Data
  • First data collection in not about the data per se, but instead about testing the methods and tools.
interpreting data98
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
  • Multiple measures?
  • Were patterns in the data examined?
interpreting data99
Interpreting Data
  • Who was involved in the discussion of the data?
  • What plans were made to address issues of concern?
  • When will a result of the changes be measurable?
  • How is the information communicated to constituent groups?
interpreting data100
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
  • Multiple measures?
  • Were patterns in the data examined?
slide101
Communicate Effectively

Demonstrate Oral Communication Skills

Course 5

Does not

meet

Meets

Exceeds

Verbal

Delivery

1%

3%

96%

98%

Nonverbal

Delivery

0

2%

2%

Organization

3%

95%

Evidence

Transitions

interpreting data102
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
  • Multiple measures?
  • Were patterns in the data examined?
interpreting data103
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
    • Training
    • Calibration
    • Decision rules
    • Support materials
interpreting data104
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
  • Multiple measures?
  • Were patterns in the data examined?
interpreting data106
Interpreting Data
  • Did the assessment method distinguish between levels of student performance?
  • Sampling issues?
  • Inter-rater reliability?
  • Multiple measures?
  • Were patterns in the data examined?
data patterns
Data Patterns
  • Consistency
  • Consensus
  • Distinctiveness
consistency
Consistency

Examines the same practice of and individual or group over time

  • Key question:
    • Has this person or group acted, felt, or performed this way in the past / over time?
consistency109
Consistency

How well are students performing on the

Outcome?

High

performance

Low

performance

00

01

02

03

04

05

consensus
Consensus
  • Comparison to or among groups of students
    • Variation between disciplines, gender, other demographic variables
  • Key questions:
    • What is the general feeling, outcome, attitude, behavior?
    • Do other groups of people act, perform or feel this way?
consensus111
Consensus

How well are students performing on the

Outcome?

High

performance

Low

performance

Females

Males

Transfer

OTA

distinctiveness
Distinctiveness
  • Examines individual or cohort perspectives across different situations, categories
  • Key Question:
    • Does a person or group respond differently based upon the situation, item, issue?
distinctiveness113
Distinctiveness

How well are students performing on the

Outcome?

High

Performance

C

O

N

T

E

N

T

O

R

G

A

N

I

Z

A

T

I

O

N

M

E

C

H

A

N

I

C

S

Low

Performance

interpreting data114
Interpreting Data
  • Who was involved in the discussion of the data?
  • What plans were made to address issues of concern?
  • When will a result of the changes be measurable?
  • How is the information communicated to constituent groups?
discussion questions
Discussion Questions

Based upon your experience, does the data surprise you?

discussion questions116
Discussion Questions

Does our students’ performance on the outcome meet our expectations?

discussion questions117
Discussion Questions

How can this data be validated? What else can we do to find out if this is accurate?

interpreting data118
Interpreting Data
  • Who was involved in the discussion of the data?
  • What plans were made to address issues of concern?
  • When will a result of the changes be measurable?
  • How is the information communicated to constituent groups?
addressing issues
Addressing Issues
  • Learning Opportunities
    • New
    • Revised
    • Feedback
  • Curriculum
  • Faculty Development
  • Student Development
interpreting data120
Interpreting Data
  • Who was involved in the discussion of the data?
  • What plans were made to address issues of concern?
  • When will a result of the changes be measurable?
  • How is the information communicated to constituent groups?
how assessment works
How Assessment Works

Year 2

Year 3

Year 1

O

U

T

C

O

M

E

Compare

Against

Benchmarks,

Standards,

Past

Performance

New / Revised

Event 1

New / Revised

Event 2

New / Revised

Event 3

New / Revised

Event 1

New / Revised

Event 2

New / Revised

Event 3

L Event 1

L Event 2

L Event 3

Component

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BASELINE

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interpreting data122
Interpreting Data
  • Who was involved in the discussion of the data?
  • What plans were made to address issues of concern?
  • When will a result of the changes be measurable?
  • How is the information communicated to constituent groups?
communicating assessment
Communicating Assessment
  • Poster Sessions
  • Brown Bag Sessions
  • WWW sites
  • Meetings
  • Newsletters
big mistakes in assessment
Big Mistakes in Assessment
  • Assuming that it will go away
  • Allowing assessment planning to become gaseous
  • Assuming you got it right -- or expecting to get it right -- the first time
  • Not considering implementation issues when creating plans
big mistakes in assessment126
Big Mistakes in Assessment
  • Borrowing plans and methods without acculturation
  • Setting the bar too low
  • Assuming that you’re done and everything’s OK, or rushing to “Close the Loop”
  • Doing it for accreditation instead of improvement
big mistakes in assessment127
Big Mistakes in Assessment
  • Confusing program effectiveness with student learning
  • Making assessment the responsibility of one individual
  • Assuming collecting data is Doing Assessment
assessment 201 beyond the basics assessing program level assessment plans128

Assessment 201--Beyond the BasicsAssessing Program Level Assessment Plans

University of North Carolina

Wilmington

Susan Hatfield

Winona State University

[email protected]

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