1. Academic Assessment Oct. 24th Chairs Workshop Sophie Kerr Room Disclaimer

2. Martin

3. Questions about Academic Assessment What is academic assessment? Who needs to carry out academic assessment? Who is our audience, who does this benefit? What is Middle States looking for? Where do we stand? What is our approach to academic assessment & what does that mean to me?

4. How we (& most institutions) do assessment. aaaaaaand I can see your eyes glazing over already.

5. Who is your audience? YOU (the faculty of your dept.) Eventually, an Academic Assessment Committee &/or Officer Oh, and Middle States

6. What we are NOT trying to do? We are not looking for 'perfect' assessment (in every class, all the time, every year). Middle States does not mandate any particular methods. We can use what works for us. As long as we meet the basic model: – mission, goals, measurable objectives, data, using outcomes to inform improvements and planning. We do not need to create new assessment tools.

7. What we are NOT trying to do? We are not looking for 'perfect' assessment (in every class, all the time, every year). We are not trying to force anyone to do things the ‘Middle States” way. We can use whatever works for us as long as we meet the basic model: – mission, goals, measurable objectives, data, using outcomes to inform improvements and planning. We do not need to create new assessment tools.

8. What we are NOT trying to do? We are not looking for 'perfect' assessment (in every class, all the time, every year). We are not trying to force anyone to do things the ‘Middle States” way. We can use whatever works for us as long as we meet the basic model: – mission, goals, measurable objectives, data, using outcomes to inform improvements and planning We do not need to create new assessment tools.

9. What we ARE trying to do? Find ways to collect data from what we are already doing. Provide data that will help us improve our learning outcomes at the departmental/programmatic level. Provide data that will help inform decision making, resource allocation and strategic planning at levels beyond the department/program. CYA RE Middle States reaccreditation – this is assessment at its most mercenary, but that is not what we should think about day to day.

10. What we ARE trying to do? Find ways to collect data from what we are already doing. Provide data that will help us improve our learning outcomes at the departmental/programmatic level. Provide data that will help inform decision making, resource allocation and strategic planning at levels beyond the department/program. CYA RE Middle States reaccreditation – this is assessment at its most mercenary, but that is not what we should think about day to day.

11. What we ARE trying to do? Find ways to collect data from what we are already doing. Provide data that will help us improve our learning outcomes at the departmental/programmatic level. Provide data that will help inform decision making, resource allocation and strategic planning at levels beyond the department/program. CYA RE Middle States reaccreditation – this is assessment at its most mercenary, but that is not what we should think about day to day.

12. What we ARE trying to do? Find ways to collect data from what we are already doing. Provide data that will help us improve our learning outcomes at the departmental/programmatic level. Provide data that will help inform decision making, resource allocation and strategic planning at levels beyond the department/program. CYA RE Middle States reaccreditation – this is assessment at its most mercenary, but this is not what we should think about day to day.

13. What should every academic program have in place? Elements of assessment that Middle States will be looking for: – Mission statement – Goals – Objectives (assessable elements of the goals) – Course matrix – Assessment tools – rubrics, etc.; direct (required) and indirect (optional) – Quantifiable data (systematized quant. or qual. data) from assessment outcomes – Criteria for success – Action items, proof that you are closing-the-loop

14. Examples of these elements from departments on campus.

15. Mission statement (Philosophy) Philosophy—traditionally at the center of the liberal arts—asks some of the most difficult and searching questions about human existence, the nature of the universe, right and wrong in human conduct, and the basis of our social and political arrangements. In so doing, it gives the mind the greatest possible leeway to doubt, probe, criticize, and build. The courses of the Department of Philosophy and Religion have four main purposes: (1) to acquaint the student with some of the great philosophical questions of the past and present and with leading attempts to answer them; (2) to exhibit the connections between philosophy and such related areas as art, business, law, literature, medicine, science, religion, and the environment; (3) to develop the student's capacities for clear thinking, critical analysis, and effective articulation/expression; and (4) to provide the basis for reflecting on right versus wrong and good versus evil in the present-day world. These aims are pursued in the atmosphere of diverse philosophical interests and approaches found among the staff of the department. At the same time, faculty are mindful of complementarities among these approaches in bringing students to the art of inquiry. Typically, students also bring varied concerns to their own explorations in philosophy and move on to careers in many diverse fields.

16. Mission statement (Economics) The mission of the Department of Economics is to prepare students to reason as economists, to evaluate facts and ideas analytically, to understand economic issues of historical and contemporary importance, and to gain the quantitative and presentation skills to communicate their insights for their careers, for future education, and for responsible citizenship.

17. Goals and Objectives Goals – for the degree plan – What is essential to the study of your field? – What skills must your majors master in order for your department to feel that you are properly preparing them? Objectives – What are the measurable elements for each of your goals?

18. Goals (Economics) Based on this mission, the Department has the following goals: 1. Teach students the vocabulary, language, principles, and theories of economics. 2. Teach students to search and use the economic literature, analyze and evaluate facts and ideas within economics, and understand how facts and ideas are interrelated across subfields of economics. 3. Provide students with guidelines on how to conduct economic research, teach them to use the appropriate statistical and mathematical tools to analyze, present and solve economic problems and to conduct economic research, and train them to express themselves effectively concerning economics, both orally and in writing. 4. Teach students to think critically and creatively about economics, work independently within the discipline, and understand the ethical dimensions of the field. 5. Prepare students for graduate work in economics. 6. Prepare students for graduate work in related fields such as business, international studies, environmental studies, mathematics, history, political science, philosophy, law, sociology, anthropology, and geography.

19. Goals and Objectives (Philosophy – partial) 3) Philosophy majors should develop the intellectual skills characteristic of the discipline, including: –  Development of skills in the asking of philosophical questions, and in pursuing organized inquiry. –  Proficiency in the exposition of various philosophical positions. –  Proficiency in the critical assessment of various philosophical positions. –  Close, critical, and careful reading of texts in historical and cultural context. –  Independent research using primary and secondary sources. –  Construction and assessment of argument and its formal structure. –  Respectful and constructive oral philosophical argument. –  Ability to advance positions with critical textual analysis and rigorous argumentation. –  Ability to function smoothly in using patterns of valid argumentation, and with awareness of formal and informal fallacies. –  Ability to function smoothly in writing and in speaking with the application of Socratic method (and its variants). –  Clear, coherent, and effective philosophical writing.

20. Course matrix - ECN

21. Course matrix - POL

22. Course matrix - ANT

23. How will you assess your objectives? – In what classes will you assess given objectives? Not every class, but we have been warned that SCE assessment alone will not stand, we must assess across the curriculum (FR, SO, JR, SR) – How often will you assess each objective? Continuously, but it is not necessary to assess every goal or every class every year. However, for data to be meaningful...

24. In what classes and how often? (Political Science – partial) 2. In gathering data, we will specifically target: a. The Senior Capstone Experience b. Several required courses of all majors i. POL 201 Theories of Peace and Conflict OR POL 202 Justice, Power, and Political Thought ii. POL 401 Empirical Political Research c. The Experiential Learning Requirement d. The Senior Class Exit Poll

25. In what classes and how often? (Biology – partial)

26. In what classes and how often? (Biology lab skills)

27. How will you assess your objectives? – Using what tools? Whatever tools work for you, but this must include DIRECT assessment tools. – Direct vs indirect – Preferably these tools will be things you already have in place, but they must specifically address a given goal or objective. Eg you can not use a course grade, or even an exam grade because it addresses multiple objectives or goals and you cannot pull out relevant data. However, you can use a single question from an exam if it addresses a specific goal, or you can use the grade from an assignment, as long as it addresses a single objective or goal.

28. Rubrics – direct assessment (Philosophy, SCE writing rubric)

29. Rubrics – direct assessment (Political Science, course content rubric)

30. Rubrics – direct assessment (Biology, oral presentation rubric – for SCE and classes)

31. Rubrics – direct assessment (Psychology, poster presentation rubric)

32. Rubrics – direct assessment (Art History, poster presentation rubric)

33. Surveys – indirect (Economics comprehensive exam survey)

34. Surveys – indirect (Political Science externship survey)

35. How will you quantify your data? (Modern Lang.– comprehensive exams results)

36. How will you quantify your data? (Economics – comprehensive exams results)

37. How will you quantify your data? (Biology – SCE literature results)

38. How will you close-the-loop? Annual meeting to review assessment data - how might these data be used to move forward, improve certain outcomes, etc. Compare data from year-to-year to track progress of past changes and make new ones. Make changes to the assessment plan to strengthen weaknesses or address blind spots.

39. Where to next? Assessment committee/officer Regular support from consultants: workshops offered for assessment officers on campus, funds to send reps to MS meetings, periodic review of sample SLOAs. Develop a culture of assessment