Understanding Assessment The Basics Office for Institutional Effectiveness and Assessment

What is assessment? The ongoing process of: Establishing clear, measurable expected outcomes. Ensuring that participants have sufficient opportunities to achieve those outcomes. Systematically gathering, analyzing and interpreting evidence to determine how well results match expectations. Using the resulting information to understand and improve a program. Academic Assessment Assessment as a Four-Step Continuous Cycle. Adapted from Assessing Student Learning (Suskie, 2010). Office for Institutional Effectiveness and Assessment |

Steps in the Assessment Process 1.Develop program mission that aligns to the University’s Mission. 2.Identify goals for the program. 3.Map the outcomes through the program. 4.Identify useful and feasible methods of measurement. 5.Tabulate, analyze, and report assessment results. 6.Use assessment results for continuous improvement. Office for Institutional Effectiveness and Assessment |

Outcomes respond to these questions… What is the general outcome that is sought? What skills or knowledge should show improvement or gains? What has changed for, in, or about the student, course, program? Office for Institutional Effectiveness and Assessment |

Characteristics of Outcomes Precise and support only one interpretation Describe an observable behavior Specify conditions under which that behavior is performed Specify criteria for accomplishment Office for Institutional Effectiveness and Assessment |

Bloom’s Taxonomy (Revised) In 2001, Anderson and Krathwohl revised Bloom’s taxonomy to include active verbs that are well suited for outcome-oriented language and workable objectives. REMEMBER UNDER- STAND APPLYANALYZEEVALUATECREATE Arrange Define Describe Identify Label List Match Outline Recognize Recall Repeat Reproduce Classify Convert Defend Distinguish Explain Estimate Interpret Infer Paraphrase Summarize Translate Apply Change Choose Compute Demonstrate Dramatize Employ Illustrate Manipulate Modify Operate Practice Produce Solve Analyze Appraise Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish Examine Experiment Question Model Appraise Argue Assess Conclude Defend Evaluate Judge Justify Support Value Arrange Assemble Combine Compose Construct Create Design Develop Formulate Generate Plan Synthesize Write Office for Institutional Effectiveness and Assessment |

Sample Learning Outcomes Design and develop an organizational research project from inception to presentation of the results. Demonstrate knowledge of quantitative and qualitative research methodologies. Use SPSS to analyze research data. Apply the scientific method to define and solve problems. Office for Institutional Effectiveness and Assessment |

Map Outcomes Through Program A curricular map tells where in the curriculum the students obtain the knowledge and skills associated with the outcome. For academic programs, every course should contribute to at least one learning outcome. Example of a curriculum map for an academic program Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 Course # 101I I Course # 201R IR Course # 230 IR Course # 310 R R Course # 360MM R Course # 401 MM Course # 480 M M Internship M Note: I, R, and M describe the students' experiences with the learning outcome. I = Student Introduction to the learning to occur; R = Student Reinforcement of the learning; M = Student Mastery that learning has occurred. Every course should contribute to at least one learning outcome. Office for Institutional Effectiveness and Assessment |

Identify Methods of Measurement Direct MeasuresIndirect Measures Specific course assignments Oral presentations Embedded test items Capstone projects Portfolios Pre/Post testing Research projects or papers Manuscript submissions Comprehensive exams Thesis/dissertation Licensure/Certification exams National/standardized exams Surveys (student satisfaction, employer, etc.) Interviews Focus groups Case studies Office for Institutional Effectiveness and Assessment |

Define Performance Expectations Acceptable levels of performance need to be established. Examples: 80% of students pass with a score of 8 or higher on a 10-point rubric. 85% of students are satisfied or very satisfied. Expectations should be both ambitious and attainable. Unreached goals often provide direction for program change and renewal. Office for Institutional Effectiveness and Assessment |

Summarize Assessment Results After assessment data are collected, scored, and analyzed, results need to be summarized. Patterns, predictions, problems, and questions should become apparent while summarizing the data. Final Project, Music 481 Renaissance Motet (21 completed) Sample results Office for Institutional Effectiveness and Assessment | Rubric Scores 1234 Stylistic Mastery4.7%33.33%28.57%33.33% Text Setting9.52%24.24%28.57%23.8% Vertical Sonority4.76%28.57%47.61%19.04% Counterpoint9.52%23.8%52.38%14.28%

Assess for Continuous Improvement Participants (including students) should discuss results. Office for Institutional Effectiveness and Assessment | Examples of Closing the Loop for an Academic Program Changes to Assessment PlanRevise intended outcomes Collect additional data to support and align with institutional outcomes Changes to Curricula and/or Pedagogy Revise course content Revise course objectives Revise course sequence Changes to processesModify frequency or schedule of course offerings Revise advising processes Create co-curricular activities Implement training or workshops

Office for Institutional Effectiveness and Assessment Assessment and accreditation resources are available on our website at Assessment Handbook Accreditation Reports and Guides Survey Guides and Results Office for Institutional Effectiveness and Assessment |