Assessment in student life Developing An Assessment Plan Dr. Barbara A. Copenhaver Bailey

Workshop outline Part I – Assessment in Student Life Part II - Developing Assessment Plans Part III – Writing Outcomes Operational and Learning

Workshop objectives At the conclusion of the workshop, participants will: Know the main reasons for utilizing assessment in Student Life Be able to identify at least three tools for assessment Have a better understanding of the difference between operational and learning outcomes Have a better understanding about how to begin writing an assessment plan

ACTIVITY: Attitudes & perceptions about this workshop/ assessment One question you have One hope you have One fear you have

Part I – Assessment in Student Life Used in decision making Adjustment in programming Allocation of human and budgetary resources Support institution’s accreditation process Professional development

Difference between assessment and evaluation

The Cycle of assessment

Part II – Developing assessment plans Three Parts of Annual Assessment Plans - Planning - Implementing - Reporting

Part Ii – developing assessment plans Best if planning is done before fall semester begins Include both learning and operational outcomes Outcomes must be tied to mission & goals of the division that should be tied to the mission & goals of the Institution Follow some kind of template

COMPONENTS OF AN ASSESSMENT PLAN Goals Relationship to division/Institution goals Outcome type Outcome(s) Method of assessment Plan to implement – timeline, staff responsible Plan to share results Assessment Plan Template - Example

Types of assessment Methods Case Studies Data Collection Focus Groups Interviews Observations Pre/Post Tests Research Survey

BENEFITS OF RUBRICS CHALLENGES OF RUBRICS Clarifies expectations Provides consistency/fairness Provides feedback Creates opportunity for dialogue about performance Somewhat subjective if based on observation Can be time consuming to create Can be time consuming to utilize

Examples of rubrics Analytic Holistic Score Description 5 The plot, setting, and characters are developed fully and organized well. The who, what, where, when, and why are explained using interesting language and sufficient detail. 4 Most parts of the story mentioned in a score of 5 above are developed and organized well. A couple of aspects may need to be more fully or more interestingly developed. 3 Some aspects of the story are developed and organized well, but not as much detail or organization is expressed as in a score of 4. 2 A few parts of the story are developed somewhat. Organization and language usage need improvement. 1 Parts of the story are addressed without attention to detail or organization.

Holistic rubric example

Analytic rubric example

Activity: creating a rubric   Scale: (Measurement) Dimension: (Skill)

BENEFITS OF FOCUS GROUPS CHALLENGES OF FOCUS GROUPS Format allows for additional clarification Provides diverse opinions & ideas Quick results Can be low cost Researcher has less control Need a skilled moderator Getting groups set up

PREPARING FOR FOCUS GROUP Identify your purpose IRB approval? Develop questions – narrow to 5 or 6 Identify participants – be careful to have a diverse group – level of education, socio-economic status, gender, ethnicity, authority, etc. Plan session – keep under 1.5 hours, Location, materials Identify moderator – good facilitator, flexible, sensitive, empathetic, maintain control

KEEP IN MIND WITH FOCUS GROUP Know how you are going to analyze the results Moderator should not be in the unit implementing the focus group Should have a 2nd person to do the notetaking Participant backgrounds must be varied Participants must be comfortable and feel safe Be aware of sensitive topics and be prepared

WHICH ASSESSMENT METHOD SHOULD YOU USE? Be clear about what data you want Survey fatigue is common Make sure you are only asking questions you need the data for Collaborate when possible Don’t reinvent the wheel

Part iiI – writing outcomes 2 Types of Outcomes Operational – deals with functions, procedures, demands, resources, and efficiencies examples: retention & graduation rates, % grads continuing to grad school/ employment, satisfaction Learning - deals with something new that has been acquired or achieved examples: knowledge, skills, ability, attitudes, behaviors, values

Let’s get started writing outcomes Identify type of outcome(s) – learning / operational 4 parts of outcomes Program/services/intervention that will be provided (program, event) Audience of this goal? (students, parents, staff, etc) Behavior that is expected to change - skill/ knowledge/ ability/ attitude/ belief is being measured (action verb) What the skill/ knowledge/ ability/ attitude/ belief change is about (measurable outcome)

writing outcomes As a result of participating in (program/event), (students/parents/etc) will be able to (action verb) (measurable outcome). After attending (program/event), (students/parents/etc) will be able to (action verb) (measurable outcome).

ACTIVITY: writing outcomes Get with a partner Use the worksheet in your packet Identify a program/event about which you would like to gather information Write an outcome for the event

Student Life Assessment Web page http://studentlife.wvu.edu/student-life-resources/assesment/

resources University of Colorado Denver http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm University of Minnesota http://carla.umn.edu/assessment/vac/improvement/p_5.html TeacherVision https://www.teachervision.com/teaching-methods-and-management/rubrics/4523.html

Barbara A. Copenhaver Bailey, Ed. D. Director of Assessment and Research WVU Division of Student Life PO Box 6411 303 E Moore Hall 30o4-293-5811 bcbailey@mail.wvu.edu http://studentlife.wvu.edu/student-life-resources/assesment