1. Assessment in student life
Developing An Assessment Plan
Dr. Barbara A. Copenhaver Bailey

2. Workshop outline Part I – Assessment in Student Life
Part II - Developing Assessment Plans
Part III – Writing Outcomes
Operational and Learning

3. Workshop objectives
At the conclusion of the workshop, participants will:
Know the main reasons for utilizing assessment in Student Life
Be able to identify at least three tools for assessment
Have a better understanding of the difference between operational and learning outcomes
Have a better understanding about how to begin writing an assessment plan

4. ACTIVITY: Attitudes & perceptions about this workshop/ assessment
One question you have
One hope you have
One fear you have

5. Part I – Assessment in Student Life
Used in decision making
Adjustment in programming
Allocation of human and budgetary resources
Support institution’s accreditation process
Professional development

6. Difference between assessment and evaluation

7. The Cycle of assessment

8. Part II – Developing assessment plans
Three Parts of Annual Assessment Plans
- Planning
- Implementing
- Reporting

9. Part Ii – developing assessment plans
Best if planning is done before fall semester begins
Include both learning and operational outcomes
Outcomes must be tied to mission & goals of the division that should be tied to the mission & goals of the Institution
Follow some kind of template

10. COMPONENTS OF AN ASSESSMENT PLAN
Goals
Relationship to division/Institution goals
Outcome type
Outcome(s)
Method of assessment
Plan to implement – timeline, staff responsible
Plan to share results
Assessment Plan Template - Example

11. Types of assessment Methods
Case Studies Data Collection Focus Groups Interviews
Observations Pre/Post Tests Research Survey

12. BENEFITS OF RUBRICS CHALLENGES OF RUBRICS Clarifies expectations
Provides consistency/fairness
Provides feedback
Creates opportunity for dialogue about performance
Somewhat subjective if based on observation
Can be time consuming to create
Can be time consuming to utilize

13. Examples of rubrics Analytic Holistic Score Description 5
The plot, setting, and characters are developed fully and organized well. The who, what, where, when, and why are explained using interesting language and sufficient detail. 4
Most parts of the story mentioned in a score of 5 above are developed and organized well. A couple of aspects may need to be more fully or more interestingly developed. 3
Some aspects of the story are developed and organized well, but not as much detail or organization is expressed as in a score of 4. 2
A few parts of the story are developed somewhat. Organization and language usage need improvement. 1
Parts of the story are addressed without attention to detail or organization.

14. Holistic rubric example

15. Analytic rubric example

16. Activity: creating a rubric
Scale:
(Measurement)
Dimension:
(Skill)

17. BENEFITS OF FOCUS GROUPS CHALLENGES OF FOCUS GROUPS
Format allows for additional clarification
Provides diverse opinions & ideas
Quick results
Can be low cost
Researcher has less control
Need a skilled moderator
Getting groups set up

18. PREPARING FOR FOCUS GROUP
Identify your purpose
IRB approval?
Develop questions – narrow to 5 or 6
Identify participants – be careful to have a diverse group – level of education, socio-economic status, gender, ethnicity, authority, etc.
Plan session – keep under 1.5 hours, Location, materials
Identify moderator – good facilitator, flexible, sensitive, empathetic, maintain control

19. KEEP IN MIND WITH FOCUS GROUP
Know how you are going to analyze the results
Moderator should not be in the unit implementing the focus group
Should have a 2nd person to do the notetaking
Participant backgrounds must be varied
Participants must be comfortable and feel safe
Be aware of sensitive topics and be prepared

20. WHICH ASSESSMENT METHOD
SHOULD YOU USE?
Be clear about what data you want
Survey fatigue is common
Make sure you are only asking questions you need the data for
Collaborate when possible
Don’t reinvent the wheel

21. Part iiI – writing outcomes
2 Types of Outcomes
Operational –
deals with functions, procedures, demands, resources, and efficiencies
examples: retention & graduation rates, % grads continuing to grad school/ employment, satisfaction
Learning -
deals with something new that has been acquired or achieved
examples: knowledge, skills, ability, attitudes, behaviors, values

23. Let’s get started writing outcomes
Identify type of outcome(s) – learning / operational
4 parts of outcomes
Program/services/intervention that will be provided (program, event)
Audience of this goal? (students, parents, staff, etc)
Behavior that is expected to change - skill/ knowledge/ ability/ attitude/ belief is being measured (action verb)
What the skill/ knowledge/ ability/ attitude/ belief change is about (measurable outcome)

24. writing outcomes
As a result of participating in (program/event), (students/parents/etc) will be able to (action verb) (measurable outcome).
After attending (program/event), (students/parents/etc) will be able to (action verb) (measurable outcome).

25. ACTIVITY: writing outcomes
Get with a partner
Use the worksheet in your packet
Identify a program/event about which you would like to gather information
Write an outcome for the event

26. Student Life Assessment Web page

27. resources University of Colorado Denver
University of Minnesota
TeacherVision

28. Barbara A. Copenhaver Bailey, Ed. D.
Director of Assessment and Research
WVU Division of Student Life
PO Box 6411
303 E Moore Hall
30o