Connecting Course Evaluations to Program Evaluations Marilee J. Bresciani, Ph.D. Associate Professor, Postsecondary Education and Co-Director of the Center.

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Connecting Course Evaluations to Program Evaluations Marilee J. Bresciani, Ph.D. Associate Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University 3590 Camino Del Rio North San Diego, California, U.S.A

Bresciani, M.J. Presentation Overview Overview of outcomes-based assessment, if necessary Evaluating Courses Evaluating Programs Connecting the Two Questions

What differentiates the process of assessing courses from the process of assessing programs?

Bresciani, M.J. The Assessment Cycle (Bresciani, 2006) The key questions… What are we trying to do and why? or What is my program supposed to accomplish? or What do I want students to be able to do and/or know as a result of my course/workshop/orientation/program? How well are we doing it? How do we know? How do we use the information to improve or celebrate successes? Do the improvements we make contribute to our intended end results?

The Iterative Systematic Assessment Cycle Adapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D. Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes and Methods to Gather Data Gather Data Interpret Evidence Make decisions to improve programs; enhance student learning and development; inform institutional decision- making, planning, budgeting, policy, public accountability

What differentiates the content within a course assessment and the content with program assessment?

Bresciani, M.J. Typical Components of An Outcomes-Based Assessment Plan (Bresciani, 2006) Program or Course Name Program Mission or Course Purpose Goals Align with your strategic plan, college goals, division goals, or department goals Outcomes Student Learning and program Planning for Delivery of Outcomes Concept Mapping Syllabus Design Evaluation Methods With criteria for each outcomes Add Limitations, if necessary Link to Division Indicators

Bresciani, M.J. Typical Components of An Outcomes-Based Assessment Plan, Cont. Implementation of Assessment Process Identify who is responsible for doing each step in the evaluation process (list all of the people involved in the assessment process at each step of the process) Outline the timeline for implementation Identify who will be evaluated Identify other programs who are assisting with the evaluation Identify who will be participating in interpreting the data and making recommendations and decisions

Bresciani, M.J. Typical Components of An Outcomes-Based Assessment Report Program Name Outcomes Results Summarize the results for each outcome Summarize the process to verify/validate the results Decisions and Recommendations Summarize the decisions/recommendations made for each outcome

Bresciani, M.J. Typical Components of An Outcomes-Based Assessment Report, Cont. Decisions and Recommendations, Cont. Identify the groups who participated in the discussion of the evidence that led to the recommendations and decisions Summarize the suggestions for improving the assessment process Identify when each outcome will be evaluated again (if the outcome is to be retained) Identify those responsible for implementing the recommended changes

Playing with Examples

Bresciani, M.J. For each example, identify the outcome the means to deliver the outcome the means to evaluate the outcome the manner in which the data can be used to improve the course and/or program

Mapping it all out/Tying it Together Planning for the delivery and evaluation of outcomes

What did you discover?

Bresciani, M.J. Resources Each Other University Planning and Analysis (UPA) Assessment website Higher Learning Commission Website

Questions?

Bresciani, M.J. One Minute Evaluation What is the most valuable lesson that you learned from this workshop? What is one question that you still have? What do you think is the next step that your division/program needs to take?