program assessment: where do we start? scott byington biology instructor, harnett campus lisa...
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Program Assessment: Where Do We Start?
Scott ByingtonBiology Instructor, Harnett Campus
Lisa ChapmanDean, University Transfer, Allied Health, and
Developmental StudiesCentral Carolina Community College
Session Focus
• Reasons For Emphasis On Assessment
• Initiating Program Assessment– How do we determine what students need to
learn?– How do we know what they have learned?– What do we do with what we know about what
they have learned?
Assessment Exercise
• What is assessment?• What is a student learning outcome?• What is the last step in ‘closing the program
assessment loop’?• Give one example of a resource that can be used
to determine a program student learning outcome.
Report Produced by the Commission on the Future of
Higher Education• U.S. has taken its postsecondary
superiority for granted
• Other countries are educating more of their citizens to more advanced levels than the U.S. is
• Higher Education must become– More accessible
– More affordable
– More accountable
Assessment is . . .
The systematic collection and analysis of information to improve
student learning
OAPA Handbook PROGRAM-Based Review and Assessment • UMass Amherst
One of the 9 Principles of Good Practice for Assessing Student
Learning:
• Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about– http://www.iuk.edu/~koctla/assessment/9principles.shtml
Did we begin with issues of use and illuminate questions that people really care
about?
• Regional Accrediting Agency (SACS) intended to be less prescriptive than in the past
• College leaders did not really understand where they were going
• Led folks over the river and through the woods (and we did not get to Grandma’s house…and did not earn buy in)
But Does That Make Assessment A Bad Thing?
Yes, if:Entirely Reinvent the Wheel
No, if:Assess and Build On What Is Already Occurring
(make what is already being done more systematic and more public)
Backward Design• Identify desired outcomes
– What do we want students to learn?
• Determine acceptable evidence of learning– How will we know that they have learned it?
• Plan learning experiences and instruction– How will we design the learning
environment and process to attain our outcomes?
Alison McInnes and Yvette Daniel
University of Windsor, Ontario Canada
Rather Than Reinvent The Wheel, Let’s Just Fix The Flat
• Do we already know what is important for our students to know and be able to do?
• What are we are already doing?– Is it effective?– How do we know?
Student Learning Outcome
…is what a student does with what he has learned
Excerpted from “Student Learning Outcomes: What’s Expected”Presentation by Norman Cherry March 13, 2008 at CCCC. Mr. Cherry is the Accreditation Coordinator for Georgia Department ofTechnical and Adult Education
Learning Domains
• Cognitive– Learning outcomes related to knowledge
• Psychomotor– Learning outcomes related to skills
• Affective– Learning outcomes related to attitudes,
behaviors, and values
http://online.bakersfieldcollege.edu/courseassessment/Section_1_Introduction/Introduction1.htm
Course SLO’s & Program SLO’s• Is there a difference?
– Yes . . . And . . . No
• Example of interchangeable use:– Program SLO (Information Technology):
• The student can create an Excel spreadsheet that allows for appropriate data manipulation.
– Course SLO• MAT 151• CIS 110• OST 137
Program Level Outcome Statement
• Should target key concepts or change points in program
• Should be clear with accomplishment ascertainable
• Should be singular
• Should be rotated when validated
Diablo Valley College -- Pleasant Hill, California Introductory Guide for Assessment of Student Learning Outcomes
Fall 2005
Resources for Developing SLO’s• Discipline’s professional association
• Discipline’s specialized accreditation body
• System’s Curriculum Standard
• Visualization of “ideal” graduate… and “ideal” student at various phases in program– Knowledge, skills, and dispositions student
gained as a result of curriculum program
• Instructional materials and documents
Excerpted from “Student Learning Outcomes: What’s Expected” Presentation by Norman Cherry March 13, 2008 at CCCC. Mr. Cherry is the Accreditation Coordinator for Georgia Department ofTechnical and Adult Education
Discipline Info from Professional Organizations / Accrediting
Agencies
• National Association for the Education of Young Children
• North Carolina State Board of Cosmetic Arts Examiners
Discipline Info from Curriculum Standards and Visualizing Ideal
Student/ Graduate
• Associate in Science
• Biology
Instructional Materials and Documents That Describe The
Program
• Syllabi/Course Outlines
• Assignments and Tests• Texts
• Brochures• Catalog Descriptions• Mission Statements
When And Where Does The Learning Occur During The
Program?
CURRICULUM ALIGNMENT MATRIX
Course Program Outcome 1
Program Outcome 2
Program Outcome 3
Program Outcome 4
Program Outcome 5
Program Outcome 6
The Program Outcome is: I = Introduced, P = Practiced, D = Demonstrated
Assessing Academic Programs in Higher Education by (Allen 2004)
Indirect Assessments• Can provide the ‘why’
– Student/alumni satisfaction surveys focused on their perceived learning
– Student ratings of their knowledge and skills, and reflections on what they have learned
– Honors, awards, scholarships earned by students and alumni
– Assignment grades, if not accompanied by a rubric or scoring guide
Excerpted from Northern Arizona University Office of Academic Assessment: Assessment for Improving
Student Learning. A Guide for Faculty Sharing Our Best Practices 2007-2008
Direct Assessments• Provide the ‘what’
– Projects / papers – exhibitions /performances – case studies / clinical evaluations– portfolios /exams– “capstone” experiences / field
research– scores and pass rates on
licensure/certification exams
Excerpted from Northern Arizona University Office of Academic Assessment: Assessment for Improving Student Learning. A Guide for Faculty Sharing Our Best Practices 2007-2008
Simple Assessment Loop:
What is important
for your
students/graduates
to know and be
able to do?
How are you already assessing
that information?--Can’t all be after
graduation
What do you do with what you learn?
How does
what you do
impact
learning?
Modified Nichols’ Model of Assessment (CCCC used)
Outcome Success Criteria
(Standard / Benchmark)
Responsible Party
Timeline Results Use of Results
Assessment Exercise
• What is assessment?• What is a student learning outcome?• What is the last step in ‘closing the program
assessment loop’?• Give one example of a resource that can be used
to determine a program student learning outcome.
Scott Byington: tsbyin73@cccc.edu
Lisa Chapman: lchapman@cccc.edu
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