2005 CELT Conference1 Strategies from the Assessment Trenches: A Self-Help Clinic presented by AURA

2005 CELT Conference2 Topics & Format Topics Program Mission, Goals & SLO Statements Course Alignment Matrix Developing & Implementing an Assessment Plan Format We introduce the topic. Groups discuss progress & problems. Debrief & share strategies.

2005 CELT Conference3 Your Program Mission, Goals & Student Learning Outcome Statements Mission:a holistic view of the values and philosophy of the department/program Goals: general statements about knowledge, skills, attitudes, and values expected of graduates SLOs: clear, concise statements that describe how students can demonstrate their mastery of program goals Courtesy of Dr. Mary Allen

2005 CELT Conference4 Group Assignment - SLOs Share your program’s SLOs. What challenges did you face in crafting your SLOs? How did you overcome the challenges? What lingering concerns remain? Prepare to report on a few key ideas, problems, or strategies.

2005 CELT Conference5 The Outcomes/Course Alignment Matrix Stage 1 – Ensuring a Cohesive Curriculum In which courses are which outcomes introduced, practiced, mastered? Stage 2 – Developing an Assessment Plan What student artifacts can be used to measure progress? CourseSLO 1SLO 2SLO 3SLO 4 151II 177PI 201PI 277PP 340M - oral presentation M 477P - term paper

2005 CELT Conference6 Group Assignment – The Matrix Create a draft of your program’s Outcomes/Course Alignment Matrix. If your program has a (draft) matrix, share it. Prepare to report on a few key ideas, problems, or strategies.

2005 CELT Conference7 Developing/Implementing an Assessment Plan An assessment plan should be meaningful, manageable, and sustainable. For each SLO, ask: How and where will the SLO be assessed? How will you collect, organize, and analyze the data? When and how often will this be done? By whom? Who will reflect on the results? What will ensure that results are used to implement program changes to improve student learning?

2005 CELT Conference8 Elements of An Effective Assessment Plan What are the building blocks needed ? Program Mission Goals Student Learning Outcomes (SLOs) Course Alignment Matrices Plan to Assess Individual SLOs … such as …

2005 CELT Conference9 Assessment of SLOs Direct Assessment Methods: –Published Tests –Local Exams –Embedded Assignments & Activities –Portfolios Indirect Assessment Methods: –Surveys –Interviews –Focus Groups

2005 CELT Conference10 Assessment of SLOs Direct Assessment Methods are Essential: –Examine Student Work … Indirect Assessment Methods are Supportive: –Examine Student / Alumni Perceptions … Effective Assessment Programs Use Multiple Measures … Triangulate

2005 CELT Conference11 Measurement Using Rubrics What is a rubric? –“Explicit schemes for classifying products or behaviors into categories that vary along a continuum” Mary Allen, WACS/AAHE workshop, Sept –Holistic (along one dimension) –Analytic = traits or characteristics of the product or behavior –Similar to grading criteria sheets that some faculty use

2005 CELT Conference12 Example Writing Rubric (Partial)

2005 CELT Conference13 Example of Rubric: SLO: IT Proficiency

2005 CELT Conference14 Steps To Develop a Rubric Define the SLO and pick the work sample Involve the potential evaluators, faculty who assign the student work, external stakeholders, (if possible) Brainstorm the traits or characteristics of the goal that you want to measure –Specific traits lead to actionable results Determine the number of discrete categories that you want to have (generally 3-6) Brainstorm the descriptions of each category for each trait Refine the traits/descriptions avoid “and” clauses

2005 CELT Conference15 The Next Steps To collect, organize, and analyze the data … When and how often will this be done? By whom? Who will reflect on the results? How will they measure success? What will ensure that results are used to implement program changes to improve student learning?

2005 CELT Conference16 A Caution: Assessment Plans in Early Stages are Good at Collecting Data … but Lack a Plan for How to: Organize, Summarize the Data Systematically Reflect on Results Ensure that Results are used to Effect Change and Improve Student Learning Effective Assessment Programs are Both Manageable and Sustainable

2005 CELT Conference17 Evaluation and Use of Data for Continuous Improvement Assessment Data Must be Evaluated Systematically, Periodically –Recommend Annual Collection / Assessment / Action Plan Modify Curriculum and Pedagogy to Improve Student Learning … –Typical Actions : Modify Content, Sequencing of Course(s) Modify Pedagogical Approaches

2005 CELT Conference18 Evaluation and Use of Data for Continuous Improvement The Entire Process (Goals, Outcomes, Assessment Measures) Must be Evaluated Periodically –Recommend Five Year Re-evaluation to synchronize with FYR process: Are we measuring reasonable work samples? Is our process meaningful? Are we better informed about what our students are learning or not? Is our process sustainable? Can we be more efficient and still have valid measures?

2005 CELT Conference19 The Assessment Plan Design Process Wherever you begin developing your Assessment Program will NOT be the ideal place to start … You Must Begin Somewhere … Iteration will save you... –Continuous Refinement of Methods –Consensus and Team Building –Alignment of Program Resources with Program Goals and Faculty Values …

2005 CELT Conference20 Group Assignment – Assessment Planning Share your program’s SLO assessment plan: –What SLO(s) do you plan to assess this year? –How do you plan to assess it? –What is the biggest hurdle you face in the assessment process? Prepare to report on a few key ideas, problems, or strategies.

2005 CELT Conference21 AURA’s Advice Don’t get trapped in a quest for the perfect assessment plan. Try something! Do involve the faculty. Don’t forget to use your results. Do plan to repeat the process. Don’t hesitate to ask for help. KISS