1. Assessment planning: It’s the parts that make up the whole!
Vicki L. Wise
Coordinator of Student Affairs Assessment and Research

2. By the end of this session, Student Affairs members will be able to… 1
By the end of this session, Student Affairs members will be able to… 1. Understand and share a common language of assessment. 2. Identify the main components of an assessment model. 3. Feel more comfortable with the assessment process.

3. #1 Language we can agree on…
Assessment
Is the collection of evidence. Allows us to answer what, where, when, how and why questions
Evaluation
Is using assessment evidence in formative and summative decision making
Research theory
Informs assessment practice in design, instrumentation, analysis, and interpretation
Has broader implications beyond immediate setting
Qualitative, quantitative, and/or mixed methods data
Direct and indirect methods of collecting information
Direct require the students to display their knowledge and skills
Indirect ask students or someone else to reflect on the student learning, behavior, attitudes
Mission
Statement that drives or informs what we are about
Goal
A broad, general statement of what the program wants students to do or know or what the program will do to ensure students are able to demonstrate what they can do or know
Objectives
Are measurable and refer to the specific knowledge, skills, or attitudes that students are expected to achieve through their college experience

4. #2 components of an assessment model
program goals/ objectives
program objectives alignments
evaluation / assessment methods
results in terms of meeting objectives
dissemination process
Results/ actions taken

5. Describe the program, its goals and objectives
What is it about? What occurs? Who participates?
Why are you going to do assessment?
To measure student learning, behavior and dispositions
To examine a process
To learn about a phenomena, when little is known
To inform planning and decision-making
To address an issue or concern
To address issues of accountability and responsibility, cost, quality, access, equity, accreditation, retention/attrition, strategic planning, program functioning
What are you specific objectives?

6. What are your specific objectives?
Start with the end in mind…What are the intended outcomes of this program, class, workshop, etc.?
What do we want students to learn (know and be able to do) as a result of this experience?
Audience (A), always the student.
Behavior (B) is the behavior or the action
Condition (C) is the condition for the objective
Degree of Mastery (D) is the degree of achievement or acceptable criteria.
Cognitive (comprehension level) -"Given examples of effective leadership strategies in Student Affairs, the student will be able to accurately identify the effective examples and explain why each example is or isn't effective in 20 words or less.“
Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."

7. Specify how program objectives align with University goals
Campus Themes
Program Objective
Program activity/task where the objective is addressed
Provide civic leadership through partnerships
Objective1:
Objective 2
Improve student success
Objective 3
Achieve global excellence
Enhance educational opportunity
Expand resources and improve effectiveness

8. Describe evaluation/ assessment methods
Who will be assessed?
Who do we need to hear from to address issue or concerns? Who does/doesn’t participate and why?
Which objectives do you need to assess?
All objectives each year, or a subset
Depends on length/strength of intervention, and time and resources
What methods will you use to assess?
Qualitative, quantitative, mixed methods
Depends on purpose of program, questions to be answered, timing and availability of resources
Sample size: depends on method
Type of instrument/measurement: depends on objectives and methodology
Consider measurement properties and alignment issues
What is your data collection and analysis timeframe?
Formative: progress being made and changes in learning
Summative: when learning experience is complete and outcome has been demonstrated
Schedule of assessment(s): when each outcome is realized and participants have opportunity to meet standard for performance
Program or course embedded/external to program

9. Describe you results in meeting objectives
How are results the same or different from other years?
How do results relate to other criteria?
What do the results say about your program implementation, instructional methods, and expectations of results?
 Describe your dissemination/reporting process
How are your assessment results shared and with whom?
Describe the uses of evaluation/assessment results and actions taken
How will results be used for program improvement and enhanced student learning and growth?
If applicable, how will results be used to change the assessment process?