DEVELOPING A SUCCESSFUL DEVELOPING A SUCCESSFUL PROGRAM ASSESSMENT - PDF document

DEVELOPING A SUCCESSFUL DEVELOPING A SUCCESSFUL PROGRAM ASSESSMENT PLAN PROGRAM ASSESSMENT PLAN Presented by: William d. Murry Director, Institutional Assessment & Michael J. Webber Associate Dean, College of Arts and Sciences

Agenda • Preamble • The Assessment Model • Program Learning Goals What is a program � learning goal? Defining a program � learning goal. Exercise #1 -Creating � and defining program learning goals • Program Learning Outcomes What is a program �

Workshop Outcomes At the end of this workshop attendees can expect to learn: • What the difference is between a learning goal and a learning outcome • How to operationally define a learning goal • How to write a learning goal • How to define a learning outcome • How to write a learning outcome • How to prepare a curriculum map • What is a rubric • How to write a rubric • How to align assessment tools with program assessment needs • Define a 3 year assessment plan • Decide what is important to report • Decide what is important to improve upon

The Assessment Model University/Program Mission Institutional/Program 80% Goals Failure Rate Institutional/Program Learning Outcomes Change and Improvement Assessment Reflect and Evaluate

If You Were Asked • If you were asked by a parent: What does the ideal USF student look like when he/she graduates from your major. How would you reply?

Program Learning Goals Goals are: • Broad general statements • “Given the Mission of the University, what do we want graduates from our major to have learned?” • “What do we want students to be when they graduate?”

Program Learning Outcomes What do you want your students to know, what do you want your students to be able to do? Outcomes are: • Statements that describe the specific knowledge, skills/abilities, and values that the student will acquire as a result of graduating form your major. • Use active verbs to describe outcome.

Curriculum Mapping Alignment of courses in major with learning outcomes.

Learning Outcome Rubrics Detailed indicators of performance level I f then the Task has these consider these as possible elem ents... dim ensions: Oral Presentation Voice projection Body language Gram m ar and pronunciation Organization Pow erPoint or HyperStudio Technical quality Presentation Aesthetics Gram m ar and spelling W ritten products Gram m ar and spelling Organization Form atting Creative products Surprisingness, novelty Technical quality Adherence to conventions of the genre Collaboration Cooperation Taking responsibility Conflict resolution Design Solution effectiveness Solution creativity Justification of solution Persuasion Quality of argum ent Match of appeal to audience Organization & sequence Analysis ( Scientific or Data gathering and analysis otherw ise) I nferences m ade Judgm ent Adequacy of elem ents considered Articulation of ranking criteria Com pilation Selection criteria Organization

Measurement Tools Direct Measures: Direct Measures: Indirect Measures: Indirect Measures: • Culminating Culminating • Alumni Surveys Alumni S rveys Assignments Assignments • Employer Surveys Employer Surveys • Content Analysis Content Analysis • Matrices Matrices • Course-embedded Course-embedded • Observations Observations Assessment Assessment • Curriculum Analysis Curriculum Analysis • Focus Groups Focus Groups • Delphi Technique Delphi Technique • Student Surveys and Student Surveys and • Institutional Data Ins ional Data Exit Interviews Exit Interviews • Observations Observations • Syllabus Analysis Syllabus Analysis • Performance Performance • Transcript Analysis Transcript Analysis Assessment Assessment • Portfol Portfolio Evaluati o Evaluations ons • Pre-test/Post-test Pre-test/Post-test Evaluation Evaluation • Reflective Essays Reflective Essays • Scoring Rubrics Scoring Rubrics • Standardized and Standardized and Local Test Local Test Ins Instruments ruments • Syllabus Syllabus Analysis Analysis • Transcript Analysis Transcript Analysis

Assessment Time Line The three year plan The three year plan All Department/Program representatives will have June 30, 2008 completed initial 4 hour workshop. All Department/Program representatives will have edited/developed program goals and learning August 22, outcomes, completed a curriculum map, 2008 appropriate rubrics, and written a complete assessment plan. September All Department/Program representatives will have 15, 2008 completed second workshop. All faculty in each Department/Program will have September discussed the assessment plan, determine 30, 2008 assessment methods and implement the first year of the plan. All Departments/Programs will have assessed 1/3 of their program outcomes, made a determination as to whether the learning outcomes have been May 15, 2009 attained, met as a department to discuss the assessment results, and will have developed a plan for improvement in order to meet benchmark standards if necessary. All Departments/Programs will have assessed the second 1/3 of their program outcomes, made a May 15, 2010 determination as to the attainment of the outcomes and developed a plan for improvement for meeting the desired levels. All Departments/Programs will have assessed the final 1/3 of their program outcomes, made a May 15, 2011 determination as to the attainment of the outcomes and develop a plan for improvement for meeting the desired level. Report on progress

Using Your Map to supplement your 3 yr plan Your Course Numbers Your Course Program/Departmental 4 1 2 3 5 6 7 Goals/Outcomes Year One 1. 1a. 1b. Year Two 2. 2a. 2b. Year Three 3. 3a. 3b.

Assessment Implementation • Who coordinates the process? • Who conducts the assessment?

Assessment Feedback What gets reported in the plan? • Learning goals • Learning outcomes • Curriculum map • Rubrics • Measurement tools • Time frame [three year] • Coordinator • Closing the loop � Benchmarks � Results � Refinements