Getting Started

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Getting Started
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Getting Started

• Decide which type of assessment
• Input assessment
• Process assessment
• Outcomes assessment
• Impact assessment

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Input Assessment Questions

• Who are our students?
• Demographics
• Attitudes
• Skills
• Knowledge
• What do they need in the way of programs and
  services?

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Process Assessment Questions

• Visibility Do students know about us?
• Importance/Need Do students want/need our
  services?
• Use Do students use our services?
• Satisfaction/Reaction What do students think of
  the services and programs we provide?

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Process Assessment Template
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Outcomes Assessment Questions

• What have students learned?
• Who have they become?

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Impact Assessment

• Did our program or service make a difference in
  what students learned or who they became?
• How will we know?

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Moving from Strategic Vision to Measurable
Outcomes
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Mission Review

• What business are we in?
• What business should we be in?

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Why Mission Review?

• To determine purpose
• To respond to changed assumptions
• To clarify values
• To respond to changed capabilities
• To strengthen decision-making
• To conform actuality with aspirations
• To foster institutional change and renewal

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Goals

• Goals state what the institution desires to have
  (inputs), to be (processes) and to become
  (outcomes).

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Goals

• What do we want the result outcome, process, or
  input to be?
• How will we recognize the result when we have it?
  What are the concrete behaviors?
• What specific evidence are we willing to accept
  that these concrete behaviors have actually
  occurred?

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Objectives Consist of

• Desired outcome
• Criteria
• Indicators
• Standards of attainment

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To engage in systematic thinking
Written testGiven data
Develop scientifichypotheses
Writes story Given theme
Write short stories
Invent shortcut fortransmission repair
Hands on performance
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Goal Statement
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Linking Goals and Objectives to Assessment and
Evaluation
Assessment Results
Evaluative Judgment
Action to be Taken
Information usefulfor decision making.
Actual outcome compared with apre-specified
standardfor an intended outcome.
Changes, if any, tobe made in inputs and
processes on basis of evaluation.
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Effective Goal Statements

• Begin with the word To
• Use verbs that imply action or accomplishment
  To construct, To develop
• Use language appropriate to audience
• Include what you want the result to be

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Example Goal

• To draw reasonable inferences from observations
  and logical premises

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Effective Objectives

• Begin with the word To followed by a verb
  specifying an action or accomplishment
• Has associated with it one or more observable and
  therefore assessable results (concrete behavioral
  criteria)

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Effective Objectives

• Identifies a target population
• Specifies or implies a target date for
  completion
• Identifies one or more indicators (methods of
  assessment) for its outcome

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Effective Objectives

• Has associated with it conditions under which
  assessment will take place
• Has associated with it one or more standards of
  attainment for purposes of evaluation

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Effective Objectives

• Relates to a specific goal
• Specifies WHAT will be done and WHEN, but not why
  or how or where
• Relates to a relatively short period of time,
  typically one year

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Effective Objectives

• Is realistic and obtainable
• Specifies the maximum cost allowable

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A Process for Writing Goals and Objectives

• Get the main idea down on paper

• be liberally educated
• think critically
• have a high standard of ethics
• be concerned about important social issues
• have good communications skills

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A Process for Writing Goals and Objectives

• Identify concrete behavioral expressions of the
  outcome

• What evidence would you be willing to accept?
• What distinguishes people who have the
  characteristic from those who do not?
• What instructions would you give to someone else
  who had to recognize the outcome?

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Example
Outcome be liberally educated
Concrete behaviors knows a lot enjoys good
books is articulate takes leadership roles in
the community understands science writes well
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A Process for Writing Goals and Objectives

• Clean up the language used in Step 2

• Delete duplications and choose the one statement
  that best represents your intent
• Cross out behaviors that do not represent
  behaviors or conditions
• Eliminate statements that are not behaviors

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Example
Outcome be liberally educated
Concrete behaviors uses the library reads the
Great Books owns a public library card writes
book reviews for the campus newspaper reads few
mass market gothic novels
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A Process for Writing Goals and Objectives

• Write complete sentences to describe each outcome

Concrete behaviors uses the library borrows
each semester at least ten books from the
college library writes book reviews for the
campus newspaper has had accepted for
publication by the campus newspaper during the
last year one or more book reviews.
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A Process for Writing Goals and Objectives

• Check for completeness of goal description

• Does this series of concrete behaviors adequately
  describe the goal?
• If these behaviors or conditions are present,
  are you willing to accept that the goal has been
  achieved?

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Examples
Goal To graduate seniors who are all prepared
for productive roles in society, both as
effective participants leaders.
Objective 1 To graduate students who have well
developedhigher-order cognitive
skills. Objective 2 To graduate students who
developed an active awareness of their natural
environment Objective 3 To graduate students
who have developed an awareness of themselves
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Examples

• See Goal Objective Example

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Small Group Exercise
Use Goal Objective Template