Outcomes Assessment and Program Effectiveness at Florida Atlantic University : Student Affairs Gail Wisan, Ph.D. July 13, 2010

Program Evaluation Is the program or service functioning effectively to achieve its mission? What data feedback/evidence is available? How is data feedback used to improve the program and student outcomes? CAS standards provide a framework for self- assessment of programs

Assessment Focus is on Outcomes What have students learned—cognitive skills developed? How have students developed as a result of interacting with our programs or services? How do we demonstrate their learning? What data needs to be collected? How would we recognize that our program is successful? How can we USE FEEDBACK to Improve?

Write SMART Learning Outcomes: S Specific and clear (describe knowledge, performance, and attitudes) M Measurable (RECORD needed data) A Attainable but Aggressive (useful to program and move it forward) R Results oriented (describe expected results for students and program) T Time bound (within 1 semester? 1 year? more than a year?) *Peter Drucker, 1954

Comprehensive assessment plan Current Focus of assessment is on student outcomes. What student outcomes are described in your mission statement? Are students who participate in the program achieving better outcomes than comparable students who do not participate in the program?

CAS 2009 Learning Outcomes and Domains 1. Knowledge Acquisition, Integration, and Application 2. Cognitive Complexity (Critical Thinking & Creativity) 3. Intrapersonal Development (self understanding, self respect, ethics, spirituality) 4.Interpersonal Competence (Leadership, Collaboration…team work, meaningful relationships) 5.Humanitarianism and Civic Engagement 6. Practical Competence (Career Development, Managing Personal Affairs, Maintaining Health and Wellness, Communicating Effectively, and living a purposeful and satisfying life)

Assessment Purposes Achieve: Help Students Achieve Outcomes Advance: Help Students Advance towards their Learning and Development Goals Assess: Evaluate your program(s) strengths and weaknesses Add feedback for professional staff development and growth

Quantitative Data Student academic performance compared to a comparable population Survey summaries about actual behavior (before and after treatment) Statistics about use by students and various population subgroups Scoring Rubrics for documents/behavior IEA supporting analyses

Assessment Plans Program Action Plans Identify Learning Outcomes: SMART Identify responsible parties to complete the action steps & timeline Strategy: action plan creates an overview of the work to be done

Closing the loop Identify Learning Outcome Goals Collect data: (Design..before-after; comparison group ?) Evaluative evidence is collected Discrepancies are identified Appropriate actions are determined Special actions for program enhancement and improvement are recommended Follow –up Action plan is developed and communicated for Continuous Improvement

Outcomes Assessment May be various kinds of outcomes Learning outcomes are the primary emphasis of the field currently, driven by pressures for accountability If goal is reaching more students, then tracking participation is useful

Example Learning Outcomes Students will develop intrapersonal competence Students will demonstrate enhanced self-esteem Students will recognize and demonstrate appropriately assertive behavior Workshop on assertive behavior will be offered twice this semester; attendance goal is 30 students total; attainment of the objective is defined as 80% of participants correctly identifying examples of assertiveness and being able to role-play successfully Source: Dean, Laura. “Program Evaluation & Outcomes Assessment.” Paper Presented at ACCA National Conference, Savannah, GA, 2008

Assessing Outcomes Assessment: Formative - recording % of participants who correctly identify examples and role-play successfully, as observed by workshop presenter Summative - responses to an evaluation form that includes self-report of learning Follow-up - observations, self-reports, or later survey Source: Dean, Laura. “Program Evaluation & Outcomes Assessment.” Paper Presented at ACCA National Conference, Savannah, GA, 2008

Identify Program’s Learning and Development Outcomes Intellectual growth Effective communication Enhanced self-esteem Realistic self-appraisal Clarified values Career choices Leadership development Healthy behavior Meaningful interpersonal relationships Independence Collaboration Social responsibility Satisfying and productive lifestyles Appreciating diversity Spiritual awareness Personal and educational goals Source: Dean, Laura. “Program Evaluation & Outcomes Assessment.” Paper Presented at ACCA National Conference, Savannah, GA, 2008

Recap: CAS Outcome Domains Cognitive complexity Knowledge acquisition, integration, & application Humanitarianism & interpersonal competence Civic engagement Intrapersonal competence Practical competence

Additional Resources assessment

"An Update on Learning Outcomes Focusing on the Council of the Advancements of Standards in Higher Education (CAS)" from ACPA Developments, March 2010.An Update on Learning Outcomes Focusing on the Council of the Advancements of Standards in Higher Education (CAS

For Assistance, please contact: Gail Wisan, Ph.D. University Director of Assessment Florida Atlantic University tel. number: (561)