1 assessment gary beasley stephen l. athans central carolina community college spring 2008

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AssessmentAssessment

Gary Beasley Gary Beasley Stephen L. AthansStephen L. Athans

Central Carolina Community College Central Carolina Community College Spring 2008Spring 2008

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Session OutcomesSession Outcomes

At the conclusion of this session, attendees will be able to:At the conclusion of this session, attendees will be able to:– Define assessment as measured by the end of session evaluation Define assessment as measured by the end of session evaluation

(standard 90% of attendees will answer correctly)(standard 90% of attendees will answer correctly)– Articulate the purpose of assessment as measured by the end of Articulate the purpose of assessment as measured by the end of

session evaluation (standard 90% of attendees will answer session evaluation (standard 90% of attendees will answer correctly)correctly)

– Order the five steps in the assessment cycle as measured by the Order the five steps in the assessment cycle as measured by the end of session evaluation (standard 90% of attendees will answer end of session evaluation (standard 90% of attendees will answer correctly)correctly)

– Identify the components of a student learning outcome statement Identify the components of a student learning outcome statement as measured by the end of session evaluation (standard 90% of as measured by the end of session evaluation (standard 90% of attendees will answer correctly)attendees will answer correctly)

– Apply the principles taught in this session by utilizing a template for Apply the principles taught in this session by utilizing a template for writing outcome statements as measured by participation in the writing outcome statements as measured by participation in the hands-on activity (100% of attendees will participate in the group hands-on activity (100% of attendees will participate in the group activity)activity)

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What is assessment?What is assessment?

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The The systematicsystematic and and ongoing processongoing process of of documentingdocumenting the evaluation and the evaluation and improvement of processes.improvement of processes.

In the classroom this process documents, In the classroom this process documents, usually in measurable terms, knowledge, usually in measurable terms, knowledge, skills, attitudes, and beliefs.skills, attitudes, and beliefs.

AssessmentAssessment

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What is the purpose of What is the purpose of assessment?assessment?

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What is the purpose of assessment?What is the purpose of assessment?

The purpose of assessment is to The purpose of assessment is to improveimprove what we are doing well, but could do better what we are doing well, but could do better

The goal is to increase student learningThe goal is to increase student learning– In the classroom we assess learningIn the classroom we assess learning– In other departments, we assess services to In other departments, we assess services to

remove barriers to learningremove barriers to learning

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AssessmentAssessment

IS:IS:– Is focused to improve Is focused to improve

student learningstudent learning– Is a tool to improveIs a tool to improve– Is constructiveIs constructive– Is safe—non-Is safe—non-

threateningthreatening

IS NOT:IS NOT:– Is not used to as annual Is not used to as annual

performance performance evaluations for evaluations for instructorsinstructors

– Is not a “stick” for Is not a “stick” for disciplinediscipline

– Is not destructiveIs not destructive

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Good, better, best,Good, better, best,

Never let it rest.Never let it rest.

If it is good, make it better. If it is good, make it better.

If it is better, make it best.If it is better, make it best.

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““Incremental change over Incremental change over time can be radical.”time can be radical.”

WegenkeWegenke

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Types of AssessmentTypes of Assessment

Assessment of Student LearningAssessment of Student Learning– Program OutcomesProgram Outcomes– Student Learning Outcomes (course outcomes)Student Learning Outcomes (course outcomes)

Assessment of ServicesAssessment of Services– Work unit goalsWork unit goals– OutcomesOutcomes

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Assessment flows from the Assessment flows from the work unit missionwork unit mission

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Program Outcomes

Course Outcomes Course Outcomes Course Outcomes Course Outcomes

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Student Development

Admissions & Records

Counseling Financial Aid

Increase InquiriesDecrease transcript

evaluation time

Ensure students choose the correct

major

Increase the number of contacts

counselors make withstudents

Reduce the number of purged students

Increase the number of students qualifying

for financial aid

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Characteristics of Effective Characteristics of Effective AssessmentAssessment

Relates to work unit goalsRelates to work unit goals Focuses on a few vital elements to measureFocuses on a few vital elements to measure Fosters improvementFosters improvement Is well communicatedIs well communicated Is reviewed as often as appropriateIs reviewed as often as appropriate Provides information on level, trend, and Provides information on level, trend, and

comparative/competitive datacomparative/competitive data Focuses on the long-term well-being of the Focuses on the long-term well-being of the

students and the programstudents and the programAdapted from Englekemeyer, 1998

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Identify Outcomes

Identify Success Criteria (standard)

Identify Assessment Processes / Methodologies

Action Plan

Analyze Results

Assessment Cycle

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Key QuestionsKey Questions

What is to be evaluated?What is to be evaluated? What is your assessment methodology? What is your assessment methodology?

(How are you going to measure?)(How are you going to measure?) What are your standards for success?What are your standards for success? What are we going to do about it?What are we going to do about it? Did we change? (better or worse)Did we change? (better or worse)

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Identify Outcomes

Key Question—Key Question—What is to be evaluated, What is to be evaluated, assessed, measured?assessed, measured?

Should be linked to work unit goalsShould be linked to work unit goals Needs to be clearNeeds to be clear Needs to be specificNeeds to be specific Answers Who? and What?Answers Who? and What?

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Identify Assessment Processes / Methodologies

Key Question--Key Question--What this is your assessment What this is your assessment methodology? methodology?

How you are going to measure performance, skills, How you are going to measure performance, skills, attitudes, behavior, etc.?attitudes, behavior, etc.?

May include surveys, standardized tests, May include surveys, standardized tests, observations (number of inquiries or participants, observations (number of inquiries or participants, phone calls, etc.), rubrics, projects etc. phone calls, etc.), rubrics, projects etc.

Focus groupsFocus groups

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Identify Success Criteria (standard)

Key question--Key question--What are your standards for What are your standards for success?success?

How do you know when you have been How do you know when you have been successful/unsuccessful?successful/unsuccessful?

BenchmarksBenchmarks– Need to know from where you are starting Need to know from where you are starting – Use comparable data from other institutionsUse comparable data from other institutions– Externally set (NCCCS Performance Measures)Externally set (NCCCS Performance Measures)

Set reasonable expectationsSet reasonable expectations What is good enough?What is good enough?

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Action Plan

Key Question--Key Question--What are we going to do What are we going to do about it?about it?

Identify the specific strategies you will Identify the specific strategies you will employ to reach your desired outcomeemploy to reach your desired outcome

Employ those strategiesEmploy those strategies

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Analyze ResultsAnalyze Results

Key Question--Key Question--How did we do?How did we do? This is the step that “closes the loop”This is the step that “closes the loop” What actions can be taken to close the gap What actions can be taken to close the gap

between where you currently stand and what you between where you currently stand and what you have determined to be your standard of success?have determined to be your standard of success?– May decide to raise the standardMay decide to raise the standard– May decide that you are good enough and want to focus May decide that you are good enough and want to focus

on other deficiencies on other deficiencies – May decide to do periodic evaluations to ensure May decide to do periodic evaluations to ensure

acceptable trends acceptable trends

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Identify Outcomes

Identify Success Criteria (standard)

Identify Assessment Processes / Methodologies

Action Plan

Analyze Results

Assessment Cycle

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Writing OutcomesWriting Outcomes

Somebody/group will do something as Somebody/group will do something as measured by this assessment measured by this assessment instrument/methodology to the standard.instrument/methodology to the standard.

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Writing OutcomesWriting Outcomes

Somebody/group will do something as measured by this assessment Somebody/group will do something as measured by this assessment instrument/methodology to the standard.instrument/methodology to the standard.

WhoWho What (active verb)What (active verb) MeasureMeasure StandardStandard

– WhenWhen– Measurable criteriaMeasurable criteria

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Bloom’s TaxonomyBloom’s Taxonomyfor Assessment of Student Learningfor Assessment of Student Learning

Knowledge– Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order,

outline, recognize, relate, recall, repeat, reproduce, select, state Comprehension

– Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate

Application– Apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate,

interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write

Analysis – Analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize,

diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test

Synthesis– Arrange, assemble, categorize, collect, combine, comply, compose, construct, create,

design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write

Evaluation– Appraise, argue, assess, attach, choose, compare, conclude, contrast, defend,

describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

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Hands-on ActivityHands-on Activity

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Writing OutcomesWriting Outcomes

Who What Measure Standard

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ConclusionConclusion

Assessment must be institutionalized—how we do Assessment must be institutionalized—how we do business on a day-to-day basis!business on a day-to-day basis!

Assessment is not a bureaucratic exercise that Assessment is not a bureaucratic exercise that takes place separate from the work we do takes place separate from the work we do everyday in our classrooms and offices. Rather it everyday in our classrooms and offices. Rather it is a critical component of how we think about our is a critical component of how we think about our work with students and their learning outcomes work with students and their learning outcomes associated with our mission. In context, associated with our mission. In context, assessment can be viewed as a simple, yet assessment can be viewed as a simple, yet significant, process.significant, process. St. Louis Community College

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AssessmentAssessment

Gary Beasley Gary Beasley Stephen L. AthansStephen L. Athans

Central Carolina Community College Central Carolina Community College Spring 2008Spring 2008