beth paul interim provost and vice president for academic affairs professor of psychology
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Chairs & Evaluators Workshop October 4, 2006. The Commission’s Expectations for the Assessment of Student Learning and Institutional Effectiveness. Beth Paul Interim Provost and Vice President for Academic Affairs Professor of Psychology The College of New Jersey [email protected]. - PowerPoint PPT PresentationTRANSCRIPT
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The Commission’s Expectations for the Assessment of Student Learning and
Institutional Effectiveness
Beth PaulInterim Provost and Vice President for Academic Affairs
Professor of Psychology
The College of New [email protected]
Chairs & Evaluators Workshop
October 4, 2006
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Session goals…
Understanding and interpretingStandards 7 & 14 of the
Characteristics of Excellence Institutional assessmentAssessment of student learningMSCHE expectations for documenting
compliance with both standards
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Middle States Standards
Standard 7: Institutional AssessmentThe institution has developed and implemented an assessment plan and process that evaluates its overall effectiveness in: achieving its mission and goals; implementing planning, resource allocation, and institutional renewal processes; using institutional resources efficiently; providing leadership and governance; providing administrative structures and services; demonstrating institutional integrity; and assuring that institutional processes and resources support appropriate learning and other outcomes for its students and graduates.
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Middle States Standards
Fundamental Elements: Standard 7
Written assessment plan Use of assessment results Written strategic plan reflecting assessment
data
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Middle States Standards
Standard 14:
Assessment of Student Learning
Assessment of student learning demonstrates that the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals.
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Middle States Standards
Fundamental Elements: Standard 14 Articulated expectations of student learning
at various levels (institution, program, course) A plan, including specific methods used to
validate articulated student learning goals Evidence that student learning assessment
information is used (“closing the loop”) Documented use of student learning
assessment as part of institutional assessment
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1. Mission & Goals
8. Admissions
9. Student Support Services
2. Planning
10. Faculty
3. Resources
11. Educational Offerings
4. Leadership/Governance
12. General Education
5. Administration
13. Related Educ. Activities
6. Integrity
7. Institutional Assessment
14. Asmt. of Student Learning
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Assessment as a Four-Step Cycle
1. Goals
4. Using Results
2. Programs, Services & Initiatives
3. Assessment/ Evaluation
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Student Learning Assessment as a Four-Step Cycle
1. Learning Goals
4. Using Results
2. Learning Opportunities
3. Assessment
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Institutional Effectiveness: Are We Achieving…
Community Service
Scholarship
Diversity
Revenue Generation
Productivity/ Efficiency
Student Learning
Mission & Goals
Access
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What is “Good” Assessment?
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1. Good assessments are useful.
Periodically evaluate assessments. Adapt as things change.
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2. Good assessments are cost-effective.
Keep things simple. Focus on a few (3-6) important goals in
each program, unit, curriculum. Stagger assessments. Use samples.
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3. Good assessments are reasonably accurate & truthful.
Not dissertation-quality research
Stay cost-effective.
Goal and tool match
Multiple kinds of tools
Student learning: Include direct evidence
Care in choosing/creating tools
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4. Good assessments are organized, systematized, and sustained.
Institutional Goals
Program & Unit Goals
Course Goals
Goals Assessments Improvements
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What Should Institutions Document? Clear statements of goals Documented, organized, sustained
assessment process (“assessment plan”) Principles, guidelines, support What assessments are already underway What assessments are planned, when, & how
Assessment results documenting achievement of goals
How results have been used for improvement
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Why does MSCHE ask for this?
Help ensure that Everyone at the institution knows what they are to do. Everyone is on the same page (priorities). Resources are available. The institution is indeed achieving its mission & goals. The institution is indeed making appropriate
improvements.
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How Might Institutions Document This?
Not a fancy bound document!
An overview in the self-study
A chart or “roadmap” for assessment documentation in the self-study or as an appendix
More thorough information in the on-site “resource room” and/or online
A few samples of student work
Exemplary, adequate, inadequate
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Questions that an Evaluation Team or Reviewer Might Ask
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Is there a culture of assessment?
Do institutional leaders understand & value assessment?
Is there adequate support for assessment?
Are assessment efforts encouraged, recognized, & valued?
Are efforts to improve teaching honored & valued?
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Are goals clearly articulated?
Are goals clearly articulated at every level?Institutional, units, programs, courses
Do goals have appropriate interrelationships?
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Are learning goals clearly articulated?
Do the undergraduate curriculum & requirements address Institutional learning outcomes?MSCHE’s general education competencies?
Are learning outcomes of sufficient rigor?
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Have appropriate assessment processes been implemented?
Are assessments already implemented for an appropriate proportion of goals?
Are assessments systematic and sustained? More than anecdotes? Which programs have implemented
assessments?
Are there multiple assessments? Do student learning assessments include
direct evidence of student learning?
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Have appropriate assessment processes been planned to plug holes?
Are timelines appropriate?Do plans have sufficient detail,
ownership, simplicity and practicality to be feasible?
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What do assessment results tell us?
Do they provide convincing evidence that the institution is achieving its mission and goals, including key learning goals?
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How have assessment results been used?
Have results been appropriately shared & discussed?
Have results led to appropriate decisions?Curricula and pedagogy?Programs and services?Resource allocation? Institutional goals and plans?
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Have assessment processes been evaluated?
Are assessment processes reviewed regularly?
Have the reviews led to improvements in Assessment processes? Support for assessment?
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In Summary:
Key elements: Planning Usefulness Involvement
Dynamic culture of conceptualization, assessment, and reflection