Introduction to Designing Assessment Plans Workshop 1
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At the completion of this workshop, participants will be able to: Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment Write observable, measurable learning outcomes for their program Draft a curriculum map that identifies specific courses where program learning outcomes are addressed Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
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Introduction to Designing Assessment Plans Workshop 1
- 1. Learning Outcomes & Assessment Plan Workshop May 13, 2013
- 2. • Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment • Write observable, measurable learning outcomes for their program • Draft a curriculum map that identifies specific courses where program learning outcomes are addressed • Develop a plan, including a timeline, to gather, analyze, and interpret assessment data Workshop Learning Outcomes At the end of this workshop participants will be able to:
- 3. • Overview: purpose and process of assessment, components of an assessment plan. • Step 1: Create observable, measurable learning outcomes • Step 2: Draft a curriculum map • Step 3: Identify corresponding program outcomes and assessment methods to demonstrate evidence of student learning. • Step 4: Develop a plan to gather, analyze, and interpret assessment data to determine how well student learning matches expectations. Assessment Plan Workshop Step-by-Step
- 4. • CaATE ABET CDE • ACS TEAC HLC • NASM AACSB Accreditation • Higher Learning Commission • State of Colorado Department of Higher Education • Competition for $$$ Accountability • Curriculum • Pedagogy • Student Services Improvement Purpose: Why Assess?
- 5. “Create a culture of assessment on campus that is meaningful to faculty and enhances overall student learning” 1.B.ii Action Items for Strategic Plan Goals for Fort Lewis College, 2012-2016
- 6. We Owe It To Our Students instructors students What course content should be taught? What texts do I want to use? What teaching and learning methods are appropriate How will I assess? In what ways will I be assessed (what’s due when)? What will I have to know? Other course requirements (attendance, etc.) How will I approach the course Center for the Study of Higher Education
- 7. 1. Existing Culture 2. Create a realistic plan with appropriate resources 3. Faculty involvement is key 4. Clear statements of expected student learning 5. Appropriate methods 6. Useful Data 6 Guiding Principles of Assessment adapted from AAHE’s Principles for Good Practice in Assessing Student Learning (Astin, 1991) and Assessment in practice: Putting principles to work on college campuses (Banta, Lund, Black, & Oblander, 1996)
- 8. Institutional Mission Institutional Goals & Student LOs Program Student LOs Course Outcomes & Learning Activities
- 9. What is Program Assessment? The systematic collection, review, and use of information about educational programs undertaken for the purpose of providing “students with the best possible education and ensure student learning is of appropriate scope, depth, and rigor” ~ Palomba & Banta (1999; Suskie, 2012) Assessment must be meaningful! Faculty must have a voice and an investment in the assessment process Assessment must be manageable! First look at what is already being done to assess
- 10. Term Definition Goals General expectations for students. Effective goals are broadly stated, meaningful, achievable, and assessable. Learning outcomes (LOs) Statements that identify the knowledge, skills, or attitudes that students will be able to demonstrate, represent, or produce as a result of a given educational experience. Often used interchangeably with “objective” Common terminology
- 11. Dr. Jo Allen, Senior Vice President & Provost Middle States Commission on Higher Education, October 2008
- 12. STEP 1: Anatomy of an Assessment Plan • Program Outcomes that are observable and measurable • Curriculum Map that makes connections between program-level and course outcomes along with levels of instruction (I, R, M) • Methods & Measures articulated including direct and indirect measures of student learning Program Outcomes Curriculum Map Methods & Measures Assessment Infrastructure Findings Use of Findings Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning
- 13. Anatomy of an Assessment Plan Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning • Assessment Infrastructure includes timeline and faculty charged with overseeing the implementation of plan • Findings documented and explained; patterns, trends benchmarks identified • Use of Findings discussed among faculty, revisions made to learning outcomes, pedagogy, or assessment plan Program Outcomes Curriculum Map Methods & Measures Assessment Infrastructure Findings Use of Findings
- 14. PART 1: Program-Level Learning Outcomes To clearly identify the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution of higher education.
- 15. Program LOs – A shift in Focus What students learn What professors teach
- 16. Example: Good SLO University of Hawaii, Mānoa Assessment Office
- 17. Learning Outcomes Overview Kent State University Faculty Professional Development Center
- 18. Step 2: Program Learning Outcomes Review: Content of learning outcomes: • identify what a student is expected to know, be able to do, or understand at graduation • makes use of appropriate level verbs such as describe, apply, analyze, evaluate, create, etc. • are observable and measurable • are focused on the program, not individual courses • are linked to program goals • Are detailed and meaningful enough to guide program planning and pedagogical decisions
- 19. Individually: Using the rubric, select 1-3 of your outcomes and write / rewrite them. Continue to work on writing your LOs In pairs / small group: Work with partner to provide feedback and support Practice
- 20. Step 3: Curriculum Mapping Requirements SLO 1 SLO 2 SLO 3 SLO 4 EPS 101 I I I EPS 202 R I EPS 301 R R EPS 480 R EPS 490 M M Exit interview A A I = introduced, R= Reinforced/Practices, M = Mastered (at exit or senor level, A = Assessed for program assessment
- 21. Our Goal: Curriculum Alignment Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from Biggs(1999) p 27 Learning & Teaching Activities Designed to meet learning outcomes Intended Learning Outcomes Assessment Methods Designed to assess learning outcomes
- 22. Curriculum Maps are Powerful for programs: • Ensures students have sufficient opportunity to master specific outcomes • Ensures all requirements contribute to student success • Identifies where evidence for program level assessment can be collected
- 23. Your Turn… • create and analyze your curriculum map Ask yourself: • Is this a cohesive curriculum? • What makes it cohesive or not? • What recommendations, if any, would you make to the department?
- 24. Step 3: Selecting Evidence of Student Achievement • Direct evidence is actual student work showing student knowledge and skills. Examples might include embedded assignments, portfolios, senior thesis projects, or observations of presentations. • Indirect evidence is student, faculty or employer perceptions of student performance. Examples might include surveys, exit interviews, focus groups, or student self-assessment. These types of evidence are meant to be combined to more fully understand a learning outcome
- 25. Step 4: Completing the 5 year Plan Outcome Assessed and course # Criteria for Success target or minimum results used to indicate if program outcome was met Method(s) to Collect Evidence Brief description of what will be collected, how, and by whom. Method to Analyze/ Evaluate Brief description of how the evidence will be analyzed or evaluated and by whom. Timeline & Status List the semester/dat es when the evidence will be collected and evaluated. Team members List the names of those who will oversee collecting, analyzing, reporting, and using results.
- 26. References Allen, M. J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker. Frye, S. (1999). Assessment, accountability, and student learning outcomes. Retrieved May 20, 2008, for the Western Washington University Web Site: http://www.ac.wwu.edu/~dialogue/issue2.html Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching children science: A project-based approach. Retrieved May 20, 2008, from the McGraw Hill: Online Learning Center Web Site: http://highered.mcgraw-hill.com/sites/0072486740/student_view0/key_terms.html Maki, P. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Sterling. Marchese, T. J. (1987). Third down, ten years to go. AAHE Bulletin, 40, 3-8. Nichols, J. (2005). The administrative unit assessment handbook: Measuring student support services and administrative objectives. Retrieved February 3, 2008 from the University of Central Florida Web Site:http://iaaweb.ucf.edu/oeas/adm_assess_handbook.pdf Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implemented, and improving assessment in higher education. San Francisco. Jossey Bass. Stevens, D.D. & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus. Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Josey-Bass. The Higher Education Academy (2008). Constructive alignment and why it is important to the learning process. Retrieved May 20, 2008, from The Higher Education Academy Web Site: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp University of Central Florida (UCF). Program assessment handbook: Guidelines for planning and implementing quality enhancing efforts of program and student learning outcomes. Retrieved February 3, 2008 from University of Central Florida Web Site: http://iaaweb.ucf.edu/assessment/support/acad_assess_handbook.pdf
Notas del editor
- First, thank you for coming. Before we get started working I have a brief introduction. I want to give you a little background and put the work we are doing today into a larger context. Before we start, look at the handouts
- These are the learning outcomes that I’ve put together for today’s workshop.
- FILL IN AT THE END
- Today we will work through the step by step process of creating an assessment plan that is ready to implement
- Before we move on to the roll-up-our-sleeves portion, I want to talk about the big picture and put programmatic assessment into a larger context. What is our purpose? Why do we assess? In an environment in which higher education is increasingly under scrutiny to demonstrate its effectiveness and return on investment, States, as well as accrediting bodies, are requiring more and complete documentation of achievement of learning outcomes and institutional effectiveness. Accreditation is important It speaks to a sense of public trust, as well as to professional quality. As a student: Accreditation provides assurance that a program is engaged in continuous review and improvement of its quality, that it meets nationally endorsed standards in a profession. BUT AS A FACULTY MEMBER: Accreditation provides a formal process for ongoing evaluation and improvement of your program and a process by which faculty, students, and administration can work together in advancing the educational institution's mission.
- it is necessary for us to formalize our efforts and be able to answer with validity if our general education programs, academic majors, and our learning opportunities are serving our students and meeting our expectations. We need to hold ourselves and our colleagues accountable for articulating the intentions of our work and then measuring the realities, resulting in designing and implementing strategies for improvement over time.
- 4) We owe it to our students!! For most students, assessment requirements (what is due and when) literally define the curriculum Instructors and students view assessment in very different ways. Instructors often begin with an Activity Based or text based approach: (1) we look at the topic of the course weʼre assigned to teach, (2) we select enough essential reading material to fill out fifteen or so weeks, and then (3) we plot that reading onto a calendar. Maybe we pull a few themes together for a thematic approach and build the course based on thees themes. Students look at assessment first. Assessment can be a potent strategic tool for educators with which to spell out the learning that will be emphasized and to guide students into effective approaches to study. Equally, poorly designed assessment has the potential to hinder learning or stifle curriculum innovation.
- I have summarized the six guiding principles that I like to follow when working with Assessment Acknowledge that assessment has been happening and try to use methods that are already in place 5. Assessment should involve the systematic and thorough collection of direct and indirect evidence of student learning at multiple point in time and in various situations, using a variety of qualitative and quantitative evaluation methods that are embedded in courses, programs, and overall institutional processes 6. Used first to enhance student learning at the institutional, program and course levels; second, in institutional planning and resource allocation; and third, to evaluate periodically the assessment process itself
- I see there being two pillars that support the assessment structure of the institution: 1) Operational side - this is the institutional side, the operational processes and policies and how well they work to support the management and the goals of the institution 2) Assessment of Student learning - the results of curricular and co- curricular experiences - we have our programs, our courses, and our learning outcomes: Program Assessment is a large piece of the Assessment of Student Learning
- Where does program assessment fit into the big picture? What is important is that data flows in both directions I see there being two pillars that support the assessment structure of the institution: 1) Operational side - this is the institutional side, the operational processes and policies and how well they work to support the management and the goals of the institution 2) Assessment of Student learning - the results of curricular and co- curricular experiences - we have our programs, our courses, and our learning outcomes: Program Assessment is a large piece of the Assessment of Student Learning Information flows in both directions but we can not get accurate information at the institutional level if we do not have solid design at the course level because this is where our direct assessments come from. Without quality assessment at the course and program levels we can not effectively tell the institution’s story
- We will start with some common terminology: What is program assessment? This is the accepted definition: The other two key words I like to associate with assessment: meaningful and manageable! It also must be sustainable!
- More common terminology. For our purpose, goals are broad, LOs are specific
- We talked a little about purpose. This is our process: At the center of this cycle is the assessment plan.
- When we talk about ta systematic approach to program assessment we are looking at these components. All of these components are present in a program’s assessment plan
- TAKE OUT TEMPLATE!!! Have participants look at the template and follow along These coincide with the template (show template) - Walk through
- These coincide with the template (show template)
- The role of program LOs is to clearly identify the skills / knowledge our students will have when they complete the program. These are our graduates
- The biggest piece is the shift in focus from what teachers teach to what students learn. We may think that we are teaching all the outcomes all the time, but it is not about what you teach, it is about what students are being assessed on, what they are learning. This is a working session so please bear with me as I provide just a brief overview. Assessment humor!! Why assess?
- Kent State’s Faculty Development center has some useful videos
- The guide has details on how to write learning outcomes but I want to provide some key features here
- Take out the rubric. Read it over and explain it in depth. BREAK FOR LUNCH AFTER THIS SLIDE
- Purpose: A curriculum map is a graphical representation of the alignment between courses in a required curriculum and the program’s learning outcomes. It can also be used to identify where in the curriculum key concepts are addressed and how. It should include levels of instructional emphasis Curriculum maps allow for the creation of a cohesive curriculum ensuring that students have sufficient opportunity to master specific outcomes. Curricular mapping focuses on communication, curricular dialogue, and coherency. Keep in mind, the term “mapping” is a verb. The actual maps are the by-products of ongoing active engagement in ongoing curricular dialog (Hale, J. 2011). Call attention to your packet: 1) How is a curriculum map created? 2) Best practices. Students need time to practice, use this as a tool to review the department’s offerings
- Curriculum alignment is actually extremely difficult to achieve: it is virtually impossible to get it right first time, through so-called rational top-down course design. That is why the ILTHE, for example, emphasizes the importance of the reflective practitioner; the teacher who constantly modifies course design and delivery, constantly trying to work closer to the unattainable perfect constructive alignment. Moreover, this is not simply a matter of modifying learning activities and assessment. Sometimes, in the delivery of a module, assessment outcomes, or our work with students, reveal learning outcomes we had not anticipated but that we nevertheless recognize as valuable. These emergent learning outcomes need to be identified and incorporated into the intended learning outcomes. Constructive alignment cannot be achieved or maintained in an institutional system that does not allow frequent modification of module descriptions (figure 2). There are two parts to constructive alignment: Students construct meaning from what they do to learn. The teacher aligns the planned learning activities with the learning outcomes.
- TAKE OUT GUIDE AND REVIEW EVIDENCE PAGES. Talk about different forms of evidence and move right on to step 5 which is making the timeline. How we collect and analyze data depends on what we are assessing and should be identified early in the assessment plan. The process may differ for a Gen Ed course or program review for an accredited program. No matter what, Using data to inform instruction is a critical part of the Teaching Learning Cycle.
- Walk through this grid. This is the nitty gritty Why do we need to identify the criteria for success?