Assessment Plan Workshop Series Part 5: Reporting Assessment Results November 11, 2015 Drs. Summer DeProw and Topeka Small

Workshop Agenda Quick Review and Evaluation (20 minutes) OutcomesMeasures Curriculum Map Benchmarks and Accountability Timelines Reporting Assessment Results Deliverables for each degree program Assessment Plan Curriculum Map Due date

Assessment Evaluation: Do you know, do you know, do you know?! Define program-level student learning outcome. List one synonym for outcome. T or F-Student learning outcomes can be identified for any learning activity. Who is qualified to define program-level student learning outcomes? What are the parts of a well-written student learning outcome? Define assessment measure. List one synonym for assessment measure.

Assessment Evaluation Cont. What is the purpose of a curriculum map? Define and give an example of a benchmark. Name 2 positions/groups that are typically accountable for assessment in any particular area.

Things to consider when reporting assessment results Suskie (2009) lists five basic ways to summarize assessment results: tallies tallies percentages percentages averaging results into an overall score averaging results into an overall score averaging results into sub-scores averaging results into sub-scores qualitative summaries (grouped listings, themes, examples) qualitative summaries (grouped listings, themes, examples) You can also look at differences between groups, over time, and with peers You can also look at differences between groups, over time, and with peers Sharing Assessment Results The briefer the assessment report is, the more likely it will be used. Information most important to share: Benchmarks/TargetsResults/Findings Trends over time Information demonstrating the reliability of results/details of the data collection process Action Plans, e.g., curricular, course or advising modifications; policy or process changes, provision of additional training… You may include tables, charts, and other visuals or traditional written reports

Reporting Assessment Results cont. Honest, Balanced, Fair, and Useful Reporting of Assessment Results Suskie recommends doing the following to ensure appropriate reporting: Start with aggregated results, then aggregate sub-scores. What implications does this have on student learning? Present results completely, fairly, and objectively. Where could one find additional information about the assessment, if needed? What will audiences for assessment results care most about? Matters they can do something about Interesting and unanticipated findings Meaningful differences Suskie, L. (2009). Assessing student learning: a common sense guide. New York: Jossey-Bass. The bulleted lists are "Reporting Assessment Results" from Ball State’s Assessment Handbook (

A-State’s Assessment Reporting Form

Deliverables Assessment Plan Curriculum Map Due by December 15