OSU-Okmulgee Assessment Plan 2003

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OSU-Okmulgee Assessment Plan 2003

• Welcome to Phase I Training

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Competencies for today

• Develop confidence in ones ability to use the
  OSU-Okmulgee assessment process.
• Know the history and rationale of the
  OSU-Okmulgee assessment process.
• Use the correct terms for planning and assessment
• Construct (write/identify) measurable Program of
  Study or Student Activity Objectives.
• Develop/identify measurable Competencies (course
  or activity) that enable the accomplishment of
  program Objectives.

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History of Assessment at OSU-Okmulgee

• 1990 Institutional assessment office is
  established
• 1995 Assessment plan is developed
• 2000 NCA states that assessment plan has only
  been partially implemented (institutional
  assessment)
• 2001 Assessment Advisory Committee
  re-established
• 2002 NCA states that program assessment is still
  only partially implemented
• 2003 Faculty Assessment Committee and Student
  Support Assessment Advisory Committee are
  established and lead full implementation process

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New OSU System Strategic Planning Components

• Mission and Values Review
• Strategic Goals
• Objectives
• Assessment Measures
• Reporting Mechanism

Note Bold text parallel the Assessment Process
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New OSU System Strategic Planning Process

• System
• Agencies (OSU-Okmulgee)
• Areas (Academic Affairs)
• Units (Formerly Divisions)
• Programs of Study

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OSU-OkmulgeeAssessment Process

• Mission and Values
• Program Objectives
• Course Competencies
• Assessments for Program Objectives
• Assessments for Course Competencies
• Documenting and Reporting Student Success

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OSU-Okmulgee Assessment Process Flow Diagram
The complete Assessment Process
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NCA Monitoring Report May 3, 2005
OSU-Okmulgee Assessment Process Flow Diagram
NCA Progress Report January 3, 2004
The Required Reports
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OSU-Okmulgee Assessment Process Flow Diagram
The first item requested of the various Academic
Units was their Unit and Program Mission
Statements.
Requested Unit and Program Mission Statements
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OSU-Okmulgee Assessment Process Flow Diagram
Our next step was to begin the development of a
set of standard definitions for our use and for
the use by the entire campus.
Definitions for Common Understanding
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Next came the Assessment Measurement Plan Model.
OSU-Okmulgee Assessment Process Flow Diagram
After the definitions were established, the plan
of attack had to be developed. From this plan
came the Assessment Model.
A plan for the model.
And finally, came the Data Utilization
Reporting Model.
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OSU-Okmulgee Assessment Process Flow Diagram
Report to Campus on Assessment Model Schedule
Training
Report to Campus on Assessment Measurement Plan
Model and Schedule Training
Reporting to Campus
Report to Campus on Data Utilization Reporting
Model and Schedule Training
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OSU-Okmulgee Assessment Process Flow Diagram
Faculty Student Support Program Competency
Objectives Training
Assessment Training
Data Utilization Reporting Training
Training Activities
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OSU-Okmulgee Assessment Process Flow Diagram
Core Objectives are identified from the collected
Program Objectives from the various Units.
Units write, develop, and/or identify Program
Objectives and generate Competencies
Work from the Units, Academic Support
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OSU-Okmulgee Assessment Process Flow Diagram
Assessment Committee provides Classroom
Assessment Models
IAR inventories assists units to develop
assessment criteria instruments
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OSU-Okmulgee Assessment Process Flow Diagram
Publish Results and Perform Feedback Process
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OSU-Okmulgee Assessment Process Flow Diagram
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Definitions of Common Termsfor Phase One Training

• Mission the purpose for existence of Oklahoma
  State University and its components.

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Definitions Continued

• Program Objectives (Outcomes) measurable, broad
  statements of performances, skills, or values
  expected of students at the completion of a
  program of study.
• Core Objectives are measurable global statements
  of knowledge, skills, abilities, and values that
  graduates should possess regardless of their
  program of study. Objectives common to all
  Programs of Study at OSU-Okmulgee are identified
  as Core Objectives.

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Definitions Continued

• Competencies include measurable, specific
  knowledge, skills, abilities, and motivation
  underlying successful performance.

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What are objectives?
Objectives are specific, measurable,
short-term, observable student behaviors.
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Types of Objectives

• KNOW - Cognitive understandings, awarenesses,
  insights (e.g., "List and explain..."). This
  includes information recall, conceptual
  understanding, and problem-solving.
• DO - Psychomotor special skills (e.g., "dissect
  a frog so that the following organs are clearly
  displayed..." "take a replicable blood pressure
  reading by appropriately using a
  sphygmomanometer").
• FEEL - Affective attitudes, appreciations,
  relationships.

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Tips for writing Objectives

• How specific and detailed should objectives be
  and how many should
• you have?
• It depends on what they are used for!
  objectives for sequencing a unit plan will be
  more general than for specifying a lesson
  plan.

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Tips for writing Objectives

• Don't make writing objectives tedious, trivial,
  time-consuming, or mechanical.Keep them simple,
  unambiguous, and clearly focused as a guide to
  learning.

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Tips for writing Objectives

• The purpose of Objectives is not to restrict
  spontaneity or constrain the vision of
  education in the discipline but to ensure
  that learning is focused clearly enough that
  both students and teacher know what is going
  on.

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Tips for writing Objectives

• Express them in terms of student performance,
  behavior, and achievement, not teacher activity.

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Tips for writing Competencies

• Three components of Competencies
• Identify the type of activity in which competence
  is required (e.g., Develop a computer
  program...").
• Specify the criteria or standards by which
  competence in the activity will be assessed
  (e.g., using the Java programming language
  that will display a User-Interface Menu...").
  
• List any conditions or circumstances required for
  students to meet the objective (e.g.,
  "...given two class periods working with the
  materials at your computer station").

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How this all fits together.
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Your Homework

• Submit your Program of Study Objectives and all
  your Course Competencies to your Unit Leaders by
  June 12, 2003.

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How to Turn In Your Homework

• Write your Program of Study Objectiveson Form B
• Write your Course Competencies on page 1of the
  Uniform Course Syllabus (To be implemented by
  Fall 2003)

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Assessment, please

• Please complete and turn in before you leave
  today.