1. Making the most of the assessment cycle and template

2. October 31, 2017

3. The 5-Column Template Overview
Pretty basic, homegrown system, that simply requires VandalWeb login credentials
The five columns are?
Student Learning Outcomes
Measures
Benchmarks
Findings
Changes

4. Housekeeping
Please report each student learning outcome in a separate row! This is very important so that alignment between it, and its measures, benchmarks, findings and changes are clear.

5. Save Your work
The Assessment System times out after 45 minutes of inactivity. Consider typing in Word and pasting into the template. Or saving periodically. It is easy to get distracted when entering information and if too much time passes (45 minutes), it could all be lost.

6. “Learning Outcomes” section Clarity and specificity
Exemplary – All student learning outcomes are written using precise verbs, informative descriptions of the content/skill or attitudinal domain, and specifications of who will be assessed
Student-Centered Orientation
Exemplary – All student learning outcomes are stated in student-centered terms (what a student should know, think or do)

7. Student learning outcomes
Editing the plan
Student learning outcomes
Tips for Success:
Smaller number of highest priority outcomes (3-5) to lower the reporting burden
Make outcomes as specific and clear as possible! The more general your outcome statements are, the more difficult they are to measure.
Ask two questions of your statements: “can it be measured?” and “is learning being demonstrated?”

8. Example learning outcomes
Too General and Hard to Measure
…will appreciate the benefits of…
…will be able to have more confidence in abilities to…
…will engage in lifelong learning…
Specific Student Learning Outcome Examples:
…will be able to explain how something affects something
…will demonstrate the ability to analyze and respond to arguments about gender discrimination

9. Learning outcomes checklist
Activity

10. “Assessment Tools and Procedures” section
Alignment of Measure and Outcome
Good/Exemplary – Detail is provided regarding student learning outcomes and measurement match (how what is being evaluated aligns with what is described in the outcome statement)
Type of Measurement
Exemplary – All student learning outcomes have at least one direct measure

11. Assessment tools and procedures
Editing the plan
Assessment tools and procedures
Tips for Success:
Each student learning outcome needs at least one direct measure – a direct measure is an evaluation of a student work product
Look for a match between SLO and measure. Find out if someone is already using something in the classroom that might work. Are there specific test items that you could assess? You could have faculty subject experts document that the measure is a direct match.
Provide data about who or how many students will be evaluated and describe the testing condition and/or student motivation.

12. Direct vs. indirect measures
Direct or Indirect Evidence?
Direct – students completed some work or product that shows they have achieved the student learning outcome. A professional or subject expert evaluates what was learned and how well it was learned.
Indirect – a proxy measure is used such as participation in an activity or student satisfaction; or the student self-evaluates how well he/she learned.

13. Direct vs indirect measures
Activity

14. “Benchmarks” section
*****NEW FOR *****
Report both a strategic/target benchmark and an internal standard/benchmark
Change reflects current trends in SLO assessment

15. Benchmarks Editing the plan
Strategic or target benchmark = a stretch goal the program will work toward. When it is not met, the program continues to look for opportunities to continuously improve.
Internal standard/benchmark = minimum goal that the department believes is satisfactory. When it is not met, the program may need to investigate and document actions taken.

16. Enter findings and changes specific to each student learning outcome.
Can include narrative about changes or improvements to the assessment plan itself.
Use “Upload Assessment Documents” for detail. Enter summary only information into template. If you upload a document that provides the detail to support a summary, it is helpful if you mention this in the summary and provide the name of the document.
Assign meaningful names to the documents you upload to assist reviewers.

17. Assessment goal Begin with the end in mind
Our goal is to use our assessment data for continuous improvement. We are not trying to prove anything – we are trying to continuously improve. Your plan is only as “good” as it allows for this to happen. Please work with this in mind, as you revise your plans now and/or in the future.
How well the program is able to use its assessment data is the real indicator of success.

18. Mechanical Engineering plan
If time, look at the Mechanical Engineering plan and discuss its strengths as a group.

19. Questions? Sara Mahuron, sara@uidaho.edu or assessment@uidaho.edu
Dale Pietrzak, PhD,
Office of Institutional Effectiveness and Accreditation (IEA)