Assessment 101: Back-to-Basics

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Assessment 101 Back-to-Basics

• An Introduction to Assessing Student Learning
  Outcomes

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Overview Topics and Goals of Workshop

• Definitions of Assessment
• Benefits of Assessment
• Assessment Myths and Misconceptions
• Essential Components of an Assessment Plan
• Basic Steps in Implementing Assessment
• Guidelines for Good Assessment Practice
• Assessment Resources

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Definitions of AssessmentA Background Knowledge
Probe

• How would you define assessment? (origins of your
  personal definition?)
• What words comes to mind when you hear the term
  assessment?
• What benefits could you foresee in undertaking
  assessment?
• What concerns or misgivings do you have about
  assessment?

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Definitions of AssessmentA Formal Working
Definition (AAHE, 95)

• Assessment is an ongoing process aimed at
  understanding and improving student learning
• It involves
• making our expectations explicit and public
• setting appropriate criteria and high standards
  for learning quality
• systematically gathering, analyzing, and
  interpreting evidence to determine how well
  performance matches those expectations and
  standards and
• using the results to document, explain, and
  improve learning and performance

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Definitions of Assessment(key underlying
questions)

• What do you expect students to know, to be able
  to do, and to value as a result of completing
  your program?
• Do your students know, do, and value these
  things--are they learning what you want them to
  learn (and how do you determine this)?
• If they do NOT know, do, and value these things,
  how could your program be changed to improve
  their learning?

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Definitions of AssessmentA Glossary of Related
Terms

• Measurement
• Assessment
• Assessment as Process, as Description
• Evaluation
• Other Key Terms and Distinctions
• Goals, Objectives, Outcomes
• Student Learning Outcomes Assessment
• Direct vs. Indirect Measures of Learning
• Program Assessment, Program Evaluation

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The Benefits of Assessment(To the Key
Stakeholders in the Process)

• To accreditation commissions state legislators
• To administrators...
• (admissions, career services, curriculum and
  educational policy, development, marketing,
  retention)
• To faculty members
• To graduate training programs and employers...
• To parents
• To students
• (prospective, current, exiting, alumni)

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The Benefits of Assessment (Whats in it for
Faculty Members?)

• Helps us focus our collective attention examine
  our assumptions
• Helps us better understand what is taught and
  learned at various points in the curriculum
• Helps create a shared culture dedicated to
  assuring/improving the quality of higher
  education
• Reduces unnecessary duplication of teaching
  efforts unnecessary time in and outside
  classroom
• Better equips us to hold students accountable for
  prior educational experiences

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Assessment Myths and Misconceptions

• Its a Passing Fad
• Its Not My Job or Concern
• You Cant Assess What We Do in Academe
• I Already Assess, I Call it Grading
• I Dont Have the Time to Do Assessment
• I Dont Have the Expertise to Do Assessment
• Assessment Might Reveal Bad News

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Essential Components of an Assessment Plan

• Goals, Objectives, Intended Outcomes
• Methods,Techniques,Target Groups
• Time Line
• Provisions for Administration of Plan
• Provisions for Use/Sharing of Findings
• Evaluation of the Assessment Program

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Basic Steps in Assessment(What to do and when to
do it)

• State the broad educational purposes and goals
  of your program
• Specify objectives and intended learning outcomes
  
• Select appropriate methods, establish criteria
• Gather assessment data
• Interpret findings and report to audiences
• Identify and implement strategies for change
• Revise assessment objectives, criteria, and
  methods, etc., as appropriate

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Basic Steps in AssessmentPreliminary Questions

• What unit(s) are you assessing?
• Major, minor, general education program,
  specific area/course
• What is the mission of the (program)?
• Catalog lists institutional mission and goals
• Catalog may reveal program mission and goals
• Consult specific national organization
• Consult with program colleagues
• Who is your audience? How will findings be used?
• NCA, Faculty,Parents/Students, Committee

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Guidelines for Good PracticeWhat NCA Evaluators
Expect

• Links to Mission, Goals, Objectives
• Involvement of All Segments of Campus
• Multiple Measures Assessment of Cognitive,
  Behavioral, Affective Domains of Learning
• Evidence of Use in Improving Programs
• Ongoing Assessment Re-Evaluation of Assessment
  Program
• Link Assessment to Planning/Budgeting Process

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Guidelines for Good PracticeSome Final Words of
Wisdom

• Choose 3-5 objectives to drive assessment
• Choose methods wisely
• Pilot test
• Assess only what you intend to use
• Assess at key decision points
• Make appropriate use of existing resources
• Keep it simple

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Assessment Resources

• Books
• Palomba, C.A. Banta, T.W. (1999). Assessment
  Essentials, San Francisco Jossey-Bass
• Nichols, J. O. (1995). The departmental guide and
  record book for student outcomes assessment and
  institutional effectiveness. New York Agathon
  Press.
• Banta, T.W., et al. (1996). Assessment in
  Practice. San Francisco, Jossey-Bass.
• Web Sites
• http//www2.acs.ncsu.edu/UPA/survey/resource.htm
• http//www.siue.com/deder/assess/
• Local Resources

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Need Help?On Which Topic(s)? Check all that
apply

• Involving/Motivating Faculty, Staff, and/or
  Students
• Developing Broad Program Purposes and Goals
• Developing Objectives and Intended Learning
  Outcomes
• Methods of Assessment and Criteria for Success
• General Guidelines For Selecting Measures
• Strengths and Weaknesses of Various Methods
• Choice Implementation of a Specific Method
• Analysis and Interpretation of Assessment
  Findings
• Means of Reporting and Using Assessment
  Information
• Other (Development of Timelines, Administrative
  Provisions)
• Optional (Name or Program
  )

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Concluding RemarksOne-Minute paper

• What is the most important thing you learned
  today about assessment?
• What remains most unclear or confusing to you
  about assessment at this point?