Making the most of the assessment cycle and template

October 31, 2017

The 5-Column Template Overview Pretty basic, homegrown system, that simply requires VandalWeb login credentials The five columns are? Student Learning Outcomes Measures Benchmarks Findings Changes

Housekeeping Please report each student learning outcome in a separate row! This is very important so that alignment between it, and its measures, benchmarks, findings and changes are clear.

Save Your work The Assessment System times out after 45 minutes of inactivity. Consider typing in Word and pasting into the template. Or saving periodically. It is easy to get distracted when entering information and if too much time passes (45 minutes), it could all be lost.

“Learning Outcomes” section Clarity and specificity Exemplary – All student learning outcomes are written using precise verbs, informative descriptions of the content/skill or attitudinal domain, and specifications of who will be assessed Student-Centered Orientation Exemplary – All student learning outcomes are stated in student-centered terms (what a student should know, think or do)

Student learning outcomes Editing the plan Student learning outcomes Tips for Success: Smaller number of highest priority outcomes (3-5) to lower the reporting burden Make outcomes as specific and clear as possible! The more general your outcome statements are, the more difficult they are to measure. Ask two questions of your statements: “can it be measured?” and “is learning being demonstrated?”

Example learning outcomes Too General and Hard to Measure …will appreciate the benefits of… …will be able to have more confidence in abilities to… …will engage in lifelong learning… Specific Student Learning Outcome Examples: …will be able to explain how something affects something …will demonstrate the ability to analyze and respond to arguments about gender discrimination

Learning outcomes checklist Activity

“Assessment Tools and Procedures” section Alignment of Measure and Outcome Good/Exemplary – Detail is provided regarding student learning outcomes and measurement match (how what is being evaluated aligns with what is described in the outcome statement) Type of Measurement Exemplary – All student learning outcomes have at least one direct measure

Assessment tools and procedures Editing the plan Assessment tools and procedures Tips for Success: Each student learning outcome needs at least one direct measure – a direct measure is an evaluation of a student work product Look for a match between SLO and measure. Find out if someone is already using something in the classroom that might work. Are there specific test items that you could assess? You could have faculty subject experts document that the measure is a direct match. Provide data about who or how many students will be evaluated and describe the testing condition and/or student motivation.

Direct vs. indirect measures Direct or Indirect Evidence? Direct – students completed some work or product that shows they have achieved the student learning outcome. A professional or subject expert evaluates what was learned and how well it was learned. Indirect – a proxy measure is used such as participation in an activity or student satisfaction; or the student self-evaluates how well he/she learned.

Direct vs indirect measures Activity

“Benchmarks” section *****NEW FOR 2017-18***** Report both a strategic/target benchmark and an internal standard/benchmark Change reflects current trends in SLO assessment

Benchmarks Editing the plan Strategic or target benchmark = a stretch goal the program will work toward. When it is not met, the program continues to look for opportunities to continuously improve. Internal standard/benchmark = minimum goal that the department believes is satisfactory. When it is not met, the program may need to investigate and document actions taken.

Enter findings and changes specific to each student learning outcome. Can include narrative about changes or improvements to the assessment plan itself. Use “Upload Assessment Documents” for detail. Enter summary only information into template. If you upload a document that provides the detail to support a summary, it is helpful if you mention this in the summary and provide the name of the document. Assign meaningful names to the documents you upload to assist reviewers.

Assessment goal Begin with the end in mind Our goal is to use our assessment data for continuous improvement. We are not trying to prove anything – we are trying to continuously improve. Your plan is only as “good” as it allows for this to happen. Please work with this in mind, as you revise your plans now and/or in the future. How well the program is able to use its assessment data is the real indicator of success.

Mechanical Engineering plan If time, look at the Mechanical Engineering plan and discuss its strengths as a group.

Questions? Sara Mahuron, sara@uidaho.edu or assessment@uidaho.edu Dale Pietrzak, PhD, dalepietrzak@uidaho.edu Office of Institutional Effectiveness and Accreditation (IEA)