Ex Example mples of of Missi Mission on Stat Stateme ment nts BA in BA in Edu ducat cation/ ion/Elementary lementary Mis Mission ion St Stat ateme ement nt Ba Bachelor chelor of of Engineering ngineering (BE) Ma Majo jor: r: The Bachelor of Arts in Education/Elementary Chemical Chemi cal Eng ngin inee eeri ring ng Miss Mission ion Program aims at developing students’ knowledge The mission of chemical engineering in SFEA base for teaching and competence in is to provide a stimulating and supportive professional practice as well as promoting a environment for quality education; to prepare commitment to personal professional graduates for career opportunities in a rapidly development and active participation in the changing world by fostering the development professional community. Through fulfillment of of professionalism, leadership qualities and coursework, field-based experiences, and ethical behavior, and to contribute to professional community service activities expanding the knowledge in chemical students are prepared to enter the field of engineering and its related fields. teaching and/or graduate studies in education as reflective practitioners, literate in information and communication technology, and critical thinkers committed to the human and moral values of lifelong learning, integrity, innovation, civic responsibility, and leadership.
Program Program Lea Learn rning ing Outcomes Outcomes
Let’s Talk ➢ What are Program Learning Outcomes (PLO’s)? ➢ Why should we assess PLO’s? ➢ How do we assess PLO’s?
Developing Developing Program Program Learni Learning ng Outcomes Outcomes
What are Program Learning Outcomes (PLO’s)? PLO ’ s are statements of expectations about what students should know and be able to do as a result of their learning experiences in a given academic program. PLO’s are what a program considers students will be able to perform/ do as a result of program design.
TOP-DO DOWN Broad set of goals/PLO’s are BOTT TTOM OM-UP UP identified by Members create administration; PLO’s based on faculty create LO’s already existing for these PLO’s in courses and CLO’s their courses Bottom up builds buy- Top down allows for a in, ownership and holistic approach commitment to ensuring people are learning outcomes; not pulling in people get to reflect different directions on their learning Promotes outcomes and how cohesion they relate to the organizational PLO’s BEST WAY BEST WAY is to have a combination of both → Get everyone involved; this ensures buy-in and ownership → Talk with team members about setting PLO’s and how they assess department success
PLO ’ s an and Bac Backwa kward rd Des Desig ign: n: Wigg Wiggin ins and McTig McTighe he (2005 2005)
Ideal Ideal Student Student and nd Developing Developing Learning Learning Outcomes Outcomes (PLO PLO ’ s) r al 1 1 1 E
Characteristics Characteristics of of Learning Learning Ou Outcom tcomes es Well-written learning outcomes should be ✓ Student-centered ✓ Measurable ✓ Concise and clear
Characterist Characteristics ics of of (PLO’s) … 1 Student Student-centered. centered. This means that the outcome should state what the student will do upon exiting from the program, not what the instructor does. Example: Example: Upon Upon gra graduation duation fr from om the the program, program, the the studen student wil will be be able able to to
Characteristics Characteristics of of (PLO’s) … 2 Meas Measura urable. ble. This means that the outcome can be effectively evaluated and assessed. Vague and general outcomes are hard to assess. Be specific on what you want the student to be able to do. Use “ Action Action ver verbs bs ” preferably one one per outcome Example: Example: Upon Upon graduation graduation from from the the program, program, studen students wil will be be able to able to analyze analyze
Verbs to avoid when writing learning outcomes include These verbs are unclear and subject to different interpretations in terms of what action they are specifying. Such verbs call for covert behavior which cannot be observed or measured.
Characteristics Characteristics of of (PLO (PLO ’ s) s) … 3 Clear and Clear and Concise Concise learning learning out outcomes comes. Only include the information that will be measured. Keep in mind this information/data could be collected from one or more courses. Example: Example: Upon Upon gra graduation duation fr from om the the program, program, the the studen student wil will be be able able to to analyze analyze the the imp impact act of of historical historical and and contemporary contempo rary is issues sues on on civil civil or or construction construction engineering. enginee ring.
SMART SMART PLO’s Effective learning outcomes are SMART: Specific, Measurable, Action-oriented, Reasonable, and Time-bound. ❖ Spe c: precisely states what the learner will be able to do pecifi ific: ❖ Meas le: can be observed or counted during or after the easurab urable: program ❖ Act d: uses an active verb that represents a behavior ctio ion-or oriente iented: change or acquisition ❖ Reas le: is appropriate to the time and scope easonab onable: ❖ Time und: can be achieved by the end of the program ime-bo bound:
SMART Example: Reasonable Action Measurable Oriented Time-bound Specific Upon graduation from the program , the student will be able to explain the impact of historical and contemporary issues on civil or construction engineering.
REMEMBER: Verbs to avoid when writing learning outcomes include:
Correct Correct PLO PLO or or not? not?? Why?? Why?? • The program will present the different theories of personality development. Program - centered Correct • By the end of the program, the student will be able to apply theories of personality development on regular and special cases. Student Centered
Cont’d • The student will know what affects historical events Vague CORRECT • At the end of the program, students will describe how philosophical and political ideologies, economic structures, and cultural perceptions have framed and affected historical events and issues. Concise/clear
Cont ’ d • The student will show an understanding of computer science in the design of computer-based systems. Non- measurable Correct • Upon completion of the program, the student will be able to apply mathematical foundations, algorithmic principles, and computer science theory in the design of computer-based systems showing the tradeoffs in design choices. Measurable
What What is is key key to to developing developing PLO’s?
Developing Program PLO’s Bloom (1956) defined three different domains of performances which he set in hierarchies: ➢ Cogniti Cognitive ve dom omai ain (th (thin inkin ing, g, know knowledge): ledge): student cognitive behavior is categorized into six levels ranging from simple (knowledge) to more complex behaviors (evaluation) ➢ Affective Affective domai omain (feel feelin ing, g, att attitudes itudes): ): this domain ranges from receiving going up to internalizing. ➢ Psychomotor Psychomotor domai domain (do (doin ing, g, skills): ls): this taxonomy ranges from the simple act of perception to the highest level of behavior, organization. The cognitive domain is the most commonly used.
Bloom Bloom ’ s Cognitiv Cognitive Taxo Taxonomy nomy New Taxonomy Traditional Taxonomy
Lev evel els of of Knowledge Knowledge • Fac actua tual Kn Know owledge ledge - The basic elements students must know to be acquainted with a discipline or solve problems. • Concept onceptua ual Know nowledge ledge – The interrelationships among the basic elements within a larger structure that enable them to function together. • Proced rocedur ural Know nowledge ledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. • Me Metac tacogn ognitiv itive Kn Know owledge ledge – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition. 45
SLO LO Co Components mponents • Geo Geograp graphy hy: Indicates the various types of maps, charts, and graphs in interpreting data on topography. → Factual • History istory: Analyzes theories which investigate the implications of the past on present. → Conceptual • Nu Nursing rsing: Applies the scientific method steps to report findings on patient care → Procedural • Ed Education ucation: Reflects on teaching practices and the curriculum in language arts → Metacognitive 46
➢ Each 3-year program could have 5 to to 8 learning outcomes. These represent what students should be able to do when they have completed the program. ➢ Each course in that program should address 1 to to 3 of the program learning outcomes. ➢ Capstone courses cover most or all PLO’s.
Lea Learning rning Ou Outco tcome me Tem Template late Qu Quest estio ion Who ho will ll do do the he lea learning rning? Que st ion ning Outcome Template Le ar Who will do the learning? When wi will ll th the lear learnin ing be be co complete mpleted? When will the learning be completed? What at wi will ll the they lea earn rn? What will they learn? How will ill you you kno now tha hat they ey lea learn rned it? it? How will you know that they learned it? Learning Outcome: Lea Learning rning Ou Outco tcome: me:
Program Lea Program Learn rning ing outcomes outcomes checkli checklist st Yes No Not Sure 1. Is students’ intended performance observable? 2. Can students’ observable performance be assess ed /measured ? 3. Is PLO aligned with the mission and goals of your program? 4. Can level of knowledge, attitude and skills be identified? 5. Does PLO statement have one action verb? 6. Is focus on the learning result (i.e. product or performance) that the student will exhibit and not the learning process or your instruction? 7. Can PLO be measured by more than one assessment method?
Your description of the ideal student turns into PLO ’ s as Examples of PLO’s by Discipline Arabic shown in the examples: Engineering By the end of the program, students will: 1. Describe the cultural traditions, belief systems, and social worlds of peoples of Arabic-speaking countries 2. Analyze most factual material in nontechnical prose as well as some discussions on concrete Upon completing the program, students should be able to: topics related to personal interests 1. Solve problems in mathematics through differential equations, probability and statistics, calculus- 3. Use linguistic context and real-world knowledge to make sensible guesses about unfamiliar material based physics, general chemistry, and one additional area of science. 4. Write routine social correspondence, daily situations, and/or current events 5. Apply the morphology of language and of the most frequently used syntactic structures 2. Analyze and solve problems in material science and engineering mechanics. http://www.fresnostate.edu/artshum/mesp/documents/learning_outcomes_persian_modern.pdf 3. Explain the impact of historical and contemporary issues on civil or construction engineering. Business 4. Recommend solutions to well-defined project management problems within civil or construction Introduction to Business engineering. At the end of the program, students should be able to: 1. Describe current domestic and international business trends 5. Design a system or process in more than one program-relevant civil or construction engineering 2. Explain how proper business management benefits consumers and employees 3. Define the basic rules related to human resources management specialty field to meet desired needs, including sustainability and within other realistic constraints 4. Compare the different types of business ownership such as economic, environmental, social, political, ethical, health and safety, and constructability. 5. Evaluate various marketing strategies 6. Summarize how technology can help a business manage information Nursing http://www.tltc.ttu.edu/content/asp/assessment/pages/pg09.pdf Chemistry By the end of the program, students will be able to: At the end of the program, you will: 1. Solve complex problems (with organic molecules); 2. Apply the concepts of electro negativity, VSEPR, hybridization, and the octet rule to draw Lewis 1. Integrate evidenced based concepts of nursing practice across the health care continuum to ensure structures and predict physical and chemical properties; quality patient centered care. 3. Apply the concepts of (Bronsted and Lewis) acids and bases, electrophiles and nucleophiles to predict characteristic organic reactions; 2. Synthesize principles of the nursing process and critical thinking to assist individuals, families 4. Analyze the relationship of structure and reactivity; 5. Predict and design synthetic pathways to create complex structures from simple compounds; and communities to achieve positive adaptation to change in health or a peaceful death. 6. Apply chemical (and eventually spectroscopic) data to predict structure. 3. Synthesize principles of holistic nursing practice when providing nursing care for clients at http://www.gwu.edu/~assess/Coursegoalsexamples.html various stages in their life span. 4. Empower individuals, families and the community to develop positive health behaviors through CVSP Upon completion of the program, students can health promotion and teaching. 1. Synthesize information about the religious, political, moral, and cultural contexts in which major 5. Value a commitment to caring. works were created. 2. Conduct art historical research, interpreting art work and integrating appropriate secondary http://www.ohlone.edu/instr/nursing/outcome.html sources. http://wasc.ucr.edu/docs/Sample%20Learning%20Outcomes%20--%20Humanities.pdf
Assessment of PLO ’ s is assessment + Of learning + For learning + Is learning
Assessment Cycl Assessment Cycle
What What is is assessment assessment of of PLO’s? Def Definit initio ion ➢ Assessment of program learning outcomes is the systematic systematic an and ong ongoing oing method of gath gatherin ering, analyzing analyzi ng and and usin using informa information tion from measured outcomes in order to imp impro rove ve studen student learning learning. ➢ PLO Assessment is using data from vari various ous sources sources to obtain a clear understanding of what the program graduates know know, can can do do, and val value ue as a result of their learning experiences in the program.
360 360 Degre egrees es Ev Evaluat aluatio ion ➢ Feedback from all levels of the organization is collected, organized, and presented to the employee, essentially giving a full 360[degree] view of one's performance. ➢ This type of evaluation, which can be used either as a performance appraisal tool or as a developmental tool, encourages a diverse view of strengths, barriers, and areas of improvement.
Selecting Selecting Assessment Assessment Methods ethods Tri Trian angula ulate te Direct Direct Mea Measures sures look at the actual student Indirect Indirect Mea Measu sures res refer to the work (assignments or exams) that can be type of data that can be used to used to directly measure students’ infer students’ knowledge and knowledge and skills skills Example Exam les: s: ✓ Pre-test, post-test, ✓ comprehensive subject matter Exampl Ex mples es: ✓ Surveys (Exit, alumni, exam, ✓ licensure exam, standardized tests employer, graduates of ✓ portfolio, program etc.) ✓ Interviews, ✓ thesis, ✓ Focus Group Studies, ✓ Embedded assignments, ✓ Instructor Course Evaluation, ✓ Exit Exam, ✓ Students’ Self- ✓ Capstone Assignment, Reports/reflections ✓ Performance Demonstration ✓ Observations ✓ Transcript Analysis (recital, art exhibit, or science project) ✓ Case Studies
ALIGNMENT Figure 1. Aligning learning outcomes, learning and teaching activities and the assessment Adapted from Biggs(1999) p 27
What is What is the the process process for for ef effecti fective PLO’s ass assessment? essment?
PLO LO Asse Assessment ssment Ro Roadm admap St Step ep 1: 1: Define Define the the mission mission of of th the pr progra ogram. m. Develop the program mission. The mission provides a clear description of the purpose of the program and the learning environment. The mission should be aligned with the Department, College, and University’s mission. St Step ep 2: 2: De Defin ine the the goal goals of of the he pr program. ogram. Articulate the goals of a program or unit. Program goals must align with those of the school or college, and ultimately with the goals of the institution. Step St ep 3: 3: De Define fine the the in intended tended student student le learn arnin ing outcomes outcomes of the of he pr program. ogram. The learning outcomes of a program describe the intended educational outcomes in terms of specific abilities, knowledge, values and attitudes that you want students in your program to possess.
Step Step 4: 4: Organize Organize for or assess assessmen ent. t. Before assessment can begin, identify the co commit mittees tees and and struc structures tures . One or more persons may lead the program assessment process, but it is crucial for all faculty to assume the responsibility for designing, implementing and carrying out the assessment process including reviewing the results and implementing improvements. Define the sc scop ope of of the assess assessmen ment plan and its timel eline . Determine what the assessment will include, when and how. Identify when the assessment of eac each PLO will occur and possibly how often. Step Step 5: 5: Se Select lect assess assessment ment method methods. s. Typically, sev evera eral met ethods hods are used to measure the outcomes of the program; this res for each learning outcome. Normally, stud tudents ents requires at at lea least st two wo measu measures who are majoring in a given field of specialization are the ones to be included in their program learning outcomes assessment. Step Step 6: 6: Ident Identify ify assess assessmen ment tar targe gets. Determine what st stand andards ards are re exp expecte ected from rom stu stude dent nts in your program. For some intended outcomes, you may want 100% of graduates to achieve them, but realize that this expectation is unrealistic for other learning outcomes. You may want to determine what pro propo porti rtion on of of you our students students achieves a specific level. If you have pr previ evious ously measu easured red an an outco come , it is helpful to use this as the baseline for setting your target for next year.
CTL / AU AUB PLO Plan lan Ce Cent nter er for for Teac Teaching ing and and Learning Learning (C (CTL) TL) Learning Ou Learning Outco tcomes Pla Plan (LO (LOP): P): Imple lement ntat atio ion Propo oposa sal Fr From om Ama Amal, l, for for di discussio cussion in in CT CTL meeting ting: Thur ursday, ay, Oc October tober 26, 26, 2006 2006 In order to ensure effective LOP implementation, seven areas should be considered: 1. LOP Coordinator 2. Forming a LOP Coordinating Committee 3. Using LOP PLO Assessment Time Table 4. Using LOP/CTL handbooks 5. Recommending PLO Assessment Committee in Each Department Faculty → 6. Training of Human Resources (TOT) + Equipment 7. Determining Compensation (incentives)Procedures for Participating Faculty Members
Do Do This phase involves measuring the outcomes of your program. Ste tep 7: 7: Col Collect lect th the data. data. Determine ➢ how ow the data will be collected → put steps 5 & 6 to action ➢ who ho will collect the data → assign a committee, work with faculty ➢ where re and how the data will be archived → In the Department, Dean ’ s Office? CTL? Soft coy? Hard Copy? Use qualitative and quantitative data collection procedures.
Ch Check eck St Step ep 8: 8: Analyze nalyze the the resul results. ts. Summarize the results in a meaningful way so that the facul faculty ty can can review review them and determi determine what what ac action tions are needed to improve the program. St Step ep 9: 9: Provide Provide fe feedback. edback. Document results and information gained in a scientific report, dis distribu tributed ted to to th the fac faculty ulty and other appropriate parties to obtain their ideas on how to improve the program.
Act Act Ste tep 10 10: Impl Implement ement ch changes anges. Use the results of the assessment to id identify entify changes changes to to impro improve the program. These changes could be applied to the content of the curriculum, staffing, facilities, among others. At this point in the continuous improvement cycle, the planned ch changes anges should should be be implemented. In some cases, the changes are easy to implement, while in other implemente instances the proposed changes will have to be implemented over a period of time or through a series of steps. Ste tep 11 11: Deve Develop lop pla lan to to mon monito tor the change changes an and co compar mpare the res results. ts. Monito Monitor imp imple lemented mented change changes to determine whether or not the changes had the desired effect. One way of achieving this is to use the same assessment plan as used in the previous cycle and compare the actual results to the intended results. Any dis iscr crep epanc ncie ies sh should uld be be ca caref refull lly studi studied to determine the underlying cause. In other situations, when the out outco comes mes have ave bee een me met, the action might be to conti ntinue moni monito toring ing the outcome to ensure quality. Ste tep 12: 12: Review Review info informati mation. n. Review Review all of the information obtained from the asse ssessment ssment proces rocess and determine how how th this is will ll aff affect ct yo your ur nex next ass assess essment ment plan. This provides the starting point for the next iteration of the plan-do-check-act cycle to continuous improvement of the academic program.
Sources Sources of of Dat ata Coll Collection ection Align ign course urses with with pro rogr gram lea learni rning ng outco outcomes mes
Wh Why avoid avoid using using co course urse final final grades rades in in PLO’s as asse sessm ssmen ent? t? The use of grades in program assessment is highly discouraged for several reasons: 1. Grades indirectly represent the quality of student work as they often reflect more more than just the students’ intellectual skills and abilities. For example, does a course have atte attenda ndanc nce re requi quiremen rements ts or or strict strict du due date date poli policie ies? 2. Grades represent the perspective of a single single mem ember er of of th the facu facult lty based on work in a single course. Part of the goal of program level assessment is to develop agreement among faculty about what proficiency in a given skill or knowledge area looks like. Program learning outcomes and the levels of proficiency graduates will exhibit should should repr represent sent shar hared goals oals of of th the fa facult culty working toward an exceptional program that produces successful graduates.
Putting Putting PLO PLO Ass Assessment essment Plan Plan to to Action Action
PLO PLO Ass Assessment: essment: Action Action plan plan • An action plan refers to: a) who ho will do what at and by whe hen b) What cha change nge needs to happen, and c) the specific ac actio tion st steps eps necessary to bring about changes. • Action plan steps are : ✓ Act step(s): What will happen → ctio ion st who will collect data & from who? ✓ Pers rson( n(s) s) re respo pons nsible le: Who will do what ✓ Dat ate to to be be co comp mplet eted ed: Timing of each action step ✓ Res Resou ources rces re requi uire red: Resources and support (both what is needed and what's available ) ✓ Ba Barriers rriers or or resista resistance nce, and a plan to overcome them! ✓ Collab abora rator ors: Who else should know about this action Here are sam samples les of action steps, graphed out so you can easily follow the flow:
Sa Sample 1 The annual assessment report should contain the following components 1. 1. Pr Prog ogram ram Learn arning Outco Outcomes mes identified for assessment 2. Summary of assessment assessment met ethods/mea easure res to include brief explanation of methodology, persons responsible for data collection and analysis, and a summary of assessment results. 3. A summary of change changes or or im impro rove vemen ents proposed based on assessment results. 4. A brief description of the pl plan an and and time imeline line for for imp imple leme menting nting the proposed change(s) and any resources needed to implement the proposed change (s), using existing resources already in place, reallocating existing resources from other areas, or allocation of new funds. 5. A description of the process used to dissem disseminate inate assessment assessment re resu sult lts to key stakeholders.
Actio ion Pla lan
Sample 2 Sample
Sample 4
Samp Sample le 5 Cont’d
Sample 5 Cont’d Sample
AUB AUB PL PLO Te Templates mplates Annual Program Learning Outcomes Assessment Report Program Information Faculty Department Academic Program Degree Academic Year Program Learning Outcomes (PLOs) Please list below all of the learning outcomes for this program: 1. 2. 3. 4. 5. 6. Etc. Assessment Committee (Please indicate the contact person for the PLOs assessment process.) Full Name E-Mail Address Extension Date Submitted:
AUB Te Template mplate Cont’d Abstract/ Summary (Describe briefly the PLOs assessment approach followed in your department, the assessment tools and methods used, and the assessment results. Explain required changes based on the findings. This section should not exceed 1 or 2 pages. ) Outcomes Assessed, Means of Assessment, and Improvement Plans Fall Semester PLOs Assessed [Please provide the PLOs assessed for this semester.] Data Source [ Present source of data: courses, surveys, sampling procedures used (if any), etc. Please report on each PLO separately.] Assessment Methods (Direct and/or Indirect Assessment) [ Describe in detail the assessment methods used (e.g., capstone project, course-embedded assessment, standardized instrument, focus groups, questionnaires, etc.). Please report on each PLO separately.] Means of Scoring [ Describe the assessment tools used for scoring. For example, did you use a rubric or answer key, or was it scored by OIRA or a testing company? Please report on each PLO separately. ] Assessment Results [ Please present the PLO assessment results in a form of table (if applicable) or otherwise, and report on each PLO separately.]
AUB Cont’d Spring Semester PLOs Assessed [Please provide the PLOs assessed for this semester.] Data Source [ Present source of data: courses, surveys, sampling procedures used (if any), etc. Please report on each PLO separately.] Assessment Methods (Direct and/or Indirect Assessment) [ Describe in detail the assessment methods used (e.g., capstone project, course-embedded assessment, standardized instrument, focus groups, questionnaires, etc.). Please report on each PLO separately.] Means of Scoring [ Describe the assessment tools used for scoring. For example, did you use a rubric or answer key, or was it scored by OIRA or a testing company? Please report on each PLO separately. ] Assessment Results [ Please present the PLO assessment results in a form of table (if applicable) or otherwise, and report on each PLO separately.]
AUB Cont’d Findings Use and Dissemination Fall Semester Use of Findings [ Please report on emerging patterns obtained from the results and accordingly the action that will be taken, for example: Changes to the Assessment Plan (Revision of intended learning outcomes; revision of assessment methods; changes in data collection methods; changes in sample…) Changes to the Curriculum (Changes in teaching techniques; revision of prerequisites; revision of course sequence; revision of course content; addition of courses; deletion of courses...) Changes to the Academic Process (Revision of admission criteria; revision of advising standards or processes; improvements in technology; changes in personnel; changes in frequency or scheduling of course offerings…) Spring Semester Use of Findings [ Please report on emerging patterns obtained from the results and accordingly the action that will be taken, for example: Changes to the Assessment Plan (Revision of intended learning outcomes; revision of assessment methods; changes in data collection methods; changes in sample…) Changes to the Curriculum (Changes in teaching techniques; revision of prerequisites; revision of course sequence; revision of course content; addition of courses; deletion of courses...) Changes to the Academic Process (Revision of admission criteria; revision of advising standards or processes; improvements in technology; changes in personnel; changes in frequency or scheduling of course offerings…) Assessment Feedback
AUB UB Cont’d Other Comments [Provide other comments on the PLO assessment process.] Appendix I – PLO Assessment Plan Appendix II – Other Data ( It can contain curriculum analysis matrix, relevant assignments and outcomes, data collection methods (ex: rubrics), or materials as appropriate)
AUB 3-year year PLO LO Asse Assess ssme ment nt Plan lan Summa ummary ry Program Learning Outcomes Assessment Three Year Summary Report Program Information Faculty Department Academic Program Degree Academic Year Assessment Committee (Please indicate the contact person for the PLOs assessment process.) Full Name E-Mail Address Extension Date Submitted:
Summary Describe briefly the PLOs assessment approach followed in your department, the assessment tools and methods used, and the assessment results collected during the three-year assessment cycle. Explain required changes based on the findings. This section should not exceed 1 page. Summary of Assessment Results/Improvement Plan Department/Program Year and semester in Assessment Methods Data Sources Data Analysis Improvement Plan which the PLO was Direct/Indirect List the sources of data Compare the actual How can we make it more Learning Outcomes used for assessment like outcomes to the intended likely that our students will assessed courses, projects, surveys, target. Do the results achieve the intended standard tests, etc. indicate that the PLO is learning outcome? achieved and students are learning what was intended? 1. 2. 3. 4. 5. 6. 7.
How PLO Assessment Data will be shared? [Describe how data, analysis, and findings are being shared and discussed with faculty and staff involved in the program/department.] Comments on the PLO Assessment Process [Reflect on the PLO Assessment Process: What went well? What didn’t go well? Is there anything related to assessment procedures your program would do differently next time?] Appendix I – PLO Assessment Plan Appendix II – Other Data It can contain curriculum analysis matrix, relevant assignments and outcomes, data collection methods (ex: rubrics), charts, or materials as appropriate.
Samp mple le 7: 7: Un Unive iversit rsity of of Cal alifo ifornia rnia ASSESSMENT PLAN – MASTERS AND/OR PhD Program Learning Outcomes (PLOs), Evidence, Timeline, and Process: For each PLO* indicate what kind of direct (student work) and indirect evidence (ex. surveys, focus groups) will be gathered and examined to assess student achievement of the PLO. Indicate the year the PLO will be assessed (ex. AY2010-2011). Who will participate? How will assessment be conducted, results shared, and the findings used to improve student learning? What are the desired targets (or benchmarks) for student performance/learning and other metrics? PLO #1 Direct Evidence: Indirect Evidence: Year to be Assessed: Participants: Process: PLO #2 Direct Evidence: Indirect Evidence: Year to be Assessed: Participants: Process: PLO #3 Direct Evidence: Indirect Evidence: Year to be Assessed: Participants: Process: PLO #4 Direct Evidence: Indirect Evidence: Year to be Assessed: Participants: Process: PLO #5 Direct Evidence: Indirect Evidence: Year to be Assessed: Participants: Process:
Recomme Recommended nded Action Action Plan Plan (1 (1) ➢ Cr Critical ically exam examine ine the the res esults ults to determine what actions should be taken ➢ In Invo volv lve relevant elevant cons consti titu tuenci encies es: relevant staff, faculty, division head ➢ If you you meet eet improvement improvement target et, the goal is still improvement: you may want to raise raise your your targets. targets.
Recomme Recommended nded Action Action Plan Plan “Mays and and Ifs” ➢ If results indicate that your program is not not meeting meeting ets → check whether your program is the the targ targets movi moving ng in in th the wro wrong ng direction direction, some action may need to be taken ➢ You may not have been able to meet your target yet, but but ar are movi moving in in the the right right direction direction — continue to track improvement ➢ If data results are questionable — cha change ge metho method of of measurement measurement
Reporting Reporting Asses Assessment sment Resul esults The first step in developing an assessment report is to answer the following questions: ➢ Who is the audience for this report? ➢ What do they want to know? At its most basic, report should have information to answer five basic questions: ➢ What did you do? ➢ Why did you do it? ➢ What did you find? ➢ How will you use it? ➢ What is your evaluation of the assessment plan itself?
Program Program Improve Improvement ment Pla Plan “ Closing Closing the the LOOP LOOP ” ults - What What does oes it it mea mean to to “close the the loop?” Utili Ut ilizing zing Assessme Assessment nt Res Resul ➢ Using ng ass assessme essment nt re resul ults ts for or prog rogra ram imp mpro rovem vement. Impro mproveme vement nt 1. Le 1. Learni arning 4. Use 4. Use Outcomes utcomes 2. 2. Gather Gathering ng 3. 3. Interpr Interpretati etation on ev evide idence nce Compliance
Program Program Improve Improvement ment Plan Plan What is Wha is a program program impr improvement ovement plan? lan? ➢ A program improvement plan is intended to provide programs a format for translating the recommendations made into actions for improvement or maintenance. ➢ The plan also identifies who is involved and when the action steps are to be achieved.
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