Key Ingredients for Assessment… Michael Mastalski, III Allison Shumar Indiana University of Pennsylvania michael

Outline Why Assessment Self-Assessment Assessment Planning Cycle Henning’s 6 Key Points Six Core Pillars Learning Outcomes Measurements Activity/Discussion Conclusion Ali

Assessment is not an activity. It’s a state of mind. ~Gavin Henning Michael

Why Assessment? Ali

Formative Summative Michael

How do you really feel? Stressed Not enough time Beyond my scope Too hard to understand Not worth my time Why change Its pointless No one uses it Ali & Michael

Who completes assessment? Ask Yourself? Who completes assessment? A & M

Ask Yourself? What are you assessing? A & M

When are you completing assessment? Ask Yourself? When are you completing assessment? A & M

Where are you or your unit/department in assessment efforts? Ask Yourself? Where are you or your unit/department in assessment efforts? A & M

Why are you completing assessment? Ask Yourself? Why are you completing assessment? A & M

How is assessment being completed? Ask Yourself? How is assessment being completed? A & M

Michael Henning, 2012

Six Key Points of Assessment Reflection Goal Set Consider Strategize Measure Report & Refine Michael Henning, 2012

The Assessment Cycle Reflect Define the Issue

The Assessment Cycle Goal Set Goal statement based on the defined issue Align assessment with mission and goals

The Assessment Cycle Consider Who are the stakeholders Applicable theory Measureable outcomes Identify and measure inputs Strategies anchored in theory Action steps anchored in theory

The Assessment Cycle Strategize Measureable outcomes Identify and measure inputs Strategies anchored in theory Action steps anchored in theory Formative assessment plan for strategies and measures

The Assessment Cycle Measure Outcomes

The Assessment Cycle Report & Refine Make sense of the results Report and present findings Resource examination (Summative) Retool program based on formative formative and summative evaluation

Six Core Pillars Student Vision Culture Product Message Brand Michael

Learning Outcomes Measurements

SMARTIE Goals Simple Manageable Attainable Realistic Timely Inspirational Educational Ali

Blooms Taxonomy Ali

Goal statement based on the defined issue (1) Reflect Define the Issue (2) Goal Set Goal statement based on the defined issue Align assessment with mission and goals (3) Consider Who are the stakeholders Applicable theory Measureable outcomes Identify and measure inputs Strategies anchored in theory Action steps anchored in theory (4) Strategize Formative assessment plan for strategies and measures (5) Measure Outcomes (6) Report & Refine Make sense of the results Report and present findings Resource examination (Summative) Retool program based on formative formative and summative evaluation

Assessment Resources ACPA Commission for Assessment and Evaluation http://www2.myacpa.org/assessment-home Gavin Henning’s Blog http://gavinhenning.com/ Internet Resources for Higher Education Outcomes Assessment http://www2.acs.ncsu.edu/upa/assmt/resource.htm NASPA Knowledge Communities, Student Affairs Assessment, Evaluation, and Research http://www.naspa.org/kc/saaer/default.cfm New Leadership Alliance for Student Learning and Accountability http://www.newleadershipalliance.org/ National Institute for Learning Outcomes Assessment http://www.learningoutcomeassessment.org/ Student Affairs Assessment Websites http://www.naspa.org/kc/saaer/websites.cfm

References Upcraft, M. L., Schuh, J. H., (1996). Assessment in student affairs: A guide for practitioners. San Francisco, CA: Jossey-Bass. Upcraft, M. L., Schuh, J. H., (2009). Assessment methods for student affairs. San Francisco, CA: Jossey-Bass. (2012, May 22). Assessment planning cycle by Gavin Henning. [Website content]. Retrieved from http://www.gavinhenning.com