DEVELOPING A SUCCESSFUL DEVELOPING A SUCCESSFUL PROGRAM ASSESSMENT - - PDF document

DEVELOPING A SUCCESSFUL DEVELOPING A SUCCESSFUL PROGRAM ASSESSMENT PLAN PROGRAM ASSESSMENT PLAN

Presented by: William d. Murry Director, Institutional Assessment & Michael J. Webber Associate Dean, College of Arts and Sciences

Agenda

• Preamble
• The Assessment Model
• Program Learning

Goals

• What is a program

learning goal?

• Defining a program

learning goal.

• Exercise #1 -Creating

and defining program learning goals

• Program Learning

Outcomes

• What is a program

Workshop Outcomes

At the end of this workshop attendees can expect to learn:

• What the difference is between a

learning goal and a learning outcome

• How to operationally define a learning

goal

• How to write a learning goal
• How to define a learning outcome
• How to write a learning outcome
• How to prepare a curriculum map
• What is a rubric
• How to write a rubric
• How to align assessment tools with

program assessment needs

• Define a 3 year assessment plan
• Decide what is important to report
• Decide what is important to improve

upon

The Assessment Model

Change and Improvement Reflect and Evaluate Assessment Institutional/Program Learning Outcomes Institutional/Program Goals University/Program Mission

80% Failure Rate

If You Were Asked

• If you were asked by a

parent: What does the ideal USF student look like when he/she graduates from your major. How would you reply?

Program Learning Goals

Goals are:

• Broad general statements
• “Given the Mission of the

University, what do we want graduates from our major to have learned?”

• “What do we want students to

be when they graduate?”

Program Learning Outcomes

What do you want your students to know, what do you want your students to be able to do? Outcomes are:

• Statements that describe the

specific knowledge, skills/abilities, and values that the student will acquire as a result of graduating form your major.

• Use active verbs to describe
• utcome.

Curriculum Mapping

Alignment of courses in major with learning

• utcomes.

Learning Outcome Rubrics

Detailed indicators of performance level

Selection criteria Organization Com pilation Adequacy of elem ents considered Articulation of ranking criteria Judgm ent Data gathering and analysis I nferences m ade Analysis ( Scientific or

• therw ise)

Quality of argum ent Match of appeal to audience Organization & sequence Persuasion Solution effectiveness Solution creativity Justification of solution Design Cooperation Taking responsibility Conflict resolution Collaboration Surprisingness, novelty Technical quality Adherence to conventions

• f the genre

Creative products Gram m ar and spelling Organization Form atting W ritten products Technical quality Aesthetics Gram m ar and spelling Pow erPoint or HyperStudio Presentation Voice projection Body language Gram m ar and pronunciation Organization Oral Presentation then consider these as possible dim ensions: I f the Task has these elem ents...

Measurement Tools

Direct Measures: Direct Measures:

• Culminating

Culminating Assignments Assignments

• Content Analysis

Content Analysis

• Course-embedded

Course-embedded Assessment Assessment

• Curriculum Analysis

Curriculum Analysis

• Delphi Technique

Delphi Technique

• Ins

Institutional Data ional Data

• Observations

Observations

• Performance

Performance Assessment Assessment

• Portfol

Portfolio Evaluati

• Evaluations
• ns
• Pre-test/Post-test

Pre-test/Post-test Evaluation Evaluation

• Reflective Essays

Reflective Essays

• Scoring Rubrics

Scoring Rubrics

• Standardized and

Standardized and Local Test Local Test Ins Instruments ruments

• Syllabus

Syllabus Analysis Analysis

• Transcript Analysis

Transcript Analysis Indirect Measures: Indirect Measures:

• Alumni S

Alumni Surveys rveys

• Employer Surveys

Employer Surveys

• Matrices

Matrices

• Observations

Observations

• Focus Groups

Focus Groups

• Student Surveys and

Student Surveys and Exit Interviews Exit Interviews

• Syllabus

Syllabus Analysis Analysis

• Transcript Analysis

Transcript Analysis

Assessment Time Line The three year plan The three year plan

All Departments/Programs will have assessed the final 1/3

• f

their program

• utcomes,

made a determination as to the attainment of the

• utcomes and develop a plan for improvement for

meeting the desired level. Report on progress May 15, 2011 All Departments/Programs will have assessed the second 1/3 of their program outcomes, made a determination as to the attainment of the

• utcomes and developed a plan for improvement

for meeting the desired levels. May 15, 2010 All Departments/Programs will have assessed 1/3 of their program outcomes, made a determination as to whether the learning outcomes have been attained, met as a department to discuss the assessment results, and will have developed a plan for improvement in order to meet benchmark standards if necessary. May 15, 2009 All faculty in each Department/Program will have discussed the assessment plan, determine assessment methods and implement the first year

• f the plan.

September 30, 2008 All Department/Program representatives will have completed second workshop. September 15, 2008 All Department/Program representatives will have edited/developed program goals and learning

• utcomes,

completed a curriculum map, appropriate rubrics, and written a complete assessment plan. August 22, 2008 All Department/Program representatives will have completed initial 4 hour workshop. June 30, 2008

Using Your Map to supplement your 3 yr plan

3b. 3a.

Year Three

3. 2b. 2a.

Year Two

2. 1b. 1a.

Year One

1. 7 6 5 4 3 2 Course 1

Your Course Numbers

Your Program/Departmental Goals/Outcomes

Assessment Implementation

• Who coordinates the

process?

• Who conducts the

assessment?

Assessment Feedback

What gets reported in the plan?

• Learning goals
• Learning outcomes
• Curriculum map
• Rubrics
• Measurement tools
• Time frame [three year]
• Coordinator
• Closing the loop

Benchmarks Results Refinements