Essential Elements of a Workable Assessment Plan Pat Tinsley McGill, Ph.D. Professor, Strategic Management College of Business Faculty Lead, Assessment

Assessment An on-going process designed to monitor and improve student learning across a program or an institution

Assessment Goals To align instruction across course sections To improve student learning across a program or an institution To determine where students need help and what will be done to help them To develop a culture of improving student learning To meet program review and accreditation (WASC, NCATE, AACSB, etc.) requirements

Assessment Guiding Questions ① What do we want our students to know and be able to do upon graduation? ② Where do we want them to learn it? ③ How will we know if they have learned it? ④ What will we do if they have not learned it?

Advance Action Item #1: Develop explicit statements of what students should learn and be able to do (learning outcomes). What We Want Our Students to Know and Be Able to Do

CSUMB Vision, Mission, Core ValuesInstitutional Learning Outcomes (ILOs)Program Vision, Mission, Strategic PrioritiesProgram Learning GoalsMajor Learning OutcomesCourse Learning OutcomesCourse SyllabiCourse Assignments

What We Want Our Students to Know and Be Able to Do CSUMB Institutional Learning Outcomes (ILOs) Intellectual Skills CSUMB graduates demonstrate competence in critical thinking, information literacy, written and oral communication, and quantitative reasoning. Specialized Knowledge CSUMB graduates apply knowledge, theories, methods, and practices in a chosen field of study to address real- world challenges and opportunities.

What We Want Our Students to Know and Be Able to Do CSUMB ILOs (contd.) Integrative Knowledge CSUMB graduates synthesize and connect knowledge, skills, and experiences across disciplines, allowing them to address new and complex situations. Personal, Professional, and Social Responsibility CSUMB graduates demonstrate ethical reasoning, global awareness, and civic and intercultural engagement in ways that promote sustainability, and social justice and equity across diverse communities..

9 Alignment of ILOs and GE Areas Intellectual Skills GE Areas A4, B2, & B4 Majors/Capstone Critical Thinking GE Area A4 Majors/ Capstone Information Literacy GE Area A4 & B2 Majors/ Capstone Quantitative Literacy GE Area B4 Majors/ Capstone Written Comm GE Area A4 Majors/ Capstone Oral Comm GE Area A4 Majors/ Capstone Personal, Professional, and Social Responsibility GE Areas A4, D1-2, D4, & E Majors/Capston e Integrative Knowledge GE Area D4 Majors/ Capstone (including Internships, Fieldwork, Etc.) Student Affairs GE Themes FYS Majors Specialize d Knowledge GE Areas B1-4 GE Areas C1-3 GE Areas D1-2 GE Area E Majors/ Capstone What We Want Our Students to Know and Be Able to Do

Advance Action Item #2: Complete assessment alignment of ILOs, GE Areas, and MLOs (see handout). What We Want Our Students to Know and Be Able to Do

11 Alignment of ILOs, GE Areas, and MLOs Intellectual Skills MLOs __________ GE Areas A4, B2, & B4 Majors/Capstone Critical Thinking MLOs ___ GE Area A4 Majors/Capstone Information Literacy MLOs ___ GE Areas A4 & B2 Majors/Capstone Quantitative Literacy MLOs ___ GE Area B4 Majors/Capstone Written Communications MLOs ___ GE Area A4 Majors/Capstone Oral Communications MLOs ___ GE Area A4 Majors/Capstone Personal, Professional, and Social Responsibility MLOs ___ GE Areas A4, D1- 2, D4, & E Majors/Capstone Integrative Knowledge MLOs ___ GE Area D4 Majors/Capsto ne (including Internships, Fieldwork, Etc.) Student Affairs GE Themes FYS Majors Specialized Knowledge MLOs ___ GE Areas B1-4 GE Areas C1-3 GE Areas D1-2 GE Area E Majors/Capsto ne What We Want Our Students to Know and Be Able to Do

Advance Action Item #3: Complete outcomes alignment of ILOs, MLOs, and CLOs (see handout). What We Want Our Students to Know and Be Able to Do

Outcomes Alignment For __________ Graduates

Outcomes Alignment For BSBA Graduates

Where do we want them to learn it? Advance Action Item #4: Determine where in the curriculum students will achieve the learning outcomes through a curriculum map (next item on today’s agenda!).

How will we know if they have learned it? 1. Plan2. Measure #1 3. Evaluate/Report #1 4.Plan/ Intervene5. Measure #2 6. Evaluate/Report #2 Close the Loop Measure Learning Assessment Cycle

What is valued is measured and what is measured is valued. Assessment Guiding Principle #1

How will we know if they have learned it? Direct Evidence of Student Learning: Products produced by students to demonstrate learning Papers Projects Presentations Tests...

How will we know if they have learned it? Indirect Evidence of Student Learning: Evidence that reveals students’ perceptions of their learning Surveys Interviews Reflections Self evaluations...

How will we know if they have learned it? Measure Learning Step 1: Develop a meaningful, manageable, sustainable assessment plan to measure student learning. Step 2: Measure student learning (#1). Step 3: Evaluate student evidence of learning and report outcomes (#1).

What will we do if they have not learned it? “Close the Loop” Step 4: Plan and implement interventions if students are not learning at the level expected. Step 5: Measure student learning (#2). Step 6: Evaluate student evidence of learning and report outcomes (#2).

How will we know? What will we do? 1. Plan2. Measure #1 3. Evaluate/Report #1 4.Plan/ Intervene5. Measure #2 6. Evaluate/Report #2 Close the Loop Measure Learning Assessment Cycle

Engaging in a process of continuous improvement helps ensure all students learn. Assessment Guiding Principle #2

Advance Action Item #5: Develop a multi-year master assessment plan for your program based on its Program Review cycle (see handout). How will we know? What will we do?

Workable Assessment Plan

Set clear and ambitious goals for student achievement. Regularly measure performance against those goals. Report evidence of success and of areas that need improvement. Continuously work to improve results.

Assessment Guiding Principle #3 Improving student learning is the responsibility of all faculty.

Faculty Engagement Participate in TLA co-op/work group Participate in university-wide assessment training/activities Participate on program’s assessment committee or task group Submit student work for evaluation Respond to faculty surveys Participate in evaluation of evidence

THANKS ! Pat Tinsley McGill, Ph.D.