1. ASSESSMENT

2. WHAT IS ACADEMIC ASSESSMENT ?
THE SYSTEMATIC COLLECTION, REVIEW, AND USE OF INFORMATION ABOUT ACADEMIC PROGRAMS IN ORDER TO IMPROVE STUDENT LEARNING
Source:
Catherine Palomba
Ball State University

3. WHAT IS ACADEMIC ASSESSMENT ?
THE APPLICATION OF MANAGERIAL AND EDUCATIONAL CONCEPTS TO THE DESIGN, ANALYSIS, AND IMPROVEMENT OF CURRICULUM DEVELOPMENT AND LEARNING PROCESSES.

4. EVOLUTION OF ASSESSMENT
PRIVATE COLLEGES
PUBLIC UNIVERSITIES
REGIONAL & PROFESSIONAL ACCREDITATION AGENCIES
STATE LEGISLATURES AND BOARDS OF EDUCATION

5. PRIVATE COLLEGES MAJOR PROBLEM
THEY WERE BEING SQUEEZED OUT OF THE UNDERGRADUATE MARKET AND WERE GOING BROKE
THEIR BOARDS, MADE UP MAINLY OF BUSINESS AND INDUSTRY LEADERS, DEMANDED PROMPT AND POSITIVE RESULTS

6. PRIVATE COLLEGES CONCLUSIONS
UNDERGRADUATE EDUCATION IS AN ACADEMIC AND A SOCIALIZATION PROCESS
HAD TO SHOW PROOF OF ADDITIONAL VALUE ADDED IN ORDER TO WARRANT TUITION RATES 4-5 TIMES STATE UNIVERSITY RATES

7. PRIVATE COLLEGES CONCLUSIONS
THEY WERE IN THE KNOWLEDGE BUSINESS; NOT THE RESEARCH, TEACHING, AND SERVICE BUSINESS
THEIR FOCUS SHOULD BE ON THE UNDERSTANDING/ORGANIZATION/ STRUCTURING AND DISSEMINATION PARTS OF THE KNOWLEDGE MODEL OF HIGHER EDUCATION

8. PRIVATE COLLEGES SOLUTIONS EMPLOYED ABILITY BASED LEARNING
STUDENTS SHOULD BE ABLE TO DO SOMETHING WITH WHAT THEY KNOW (Handout 1)
REVISED CURRICULUM DESIGN
CHANGED FROM “MY COURSE MUST BE IN THE PROGRAM BECAUSE IT IS WONDERFUL AND OUR DEPARTMENT NEEDS THE ENROLLMENT”

9. PRIVATE COLLEGES SOLUTIONS REVISE CURRICULUM DESIGN
TO A PROCESS THAT INVOLVED
AN ANALYSIS AND DETERMINATION OF THE KNOWLEDGE SETS, SKILLS, AND VALUES (KSVs) NEED TO BE A SOCIALLY AND ECONOMICALLY VIABLE GRADUATE
DEVELOPMENT OF THE LEARNING OUTCOMES REQUIRED TO ACCOMPLISH THE KSVs
ORGANIZATION OF KSVs AND ASSOCIATED LEARNING OBJECTIVES INTO COURSE OR MODULE UNITS

10. PRIVATE COLLEGES SOLUTIONS
CHANGED MISSION STATEMENTS AND REWARD SYSTEMS TO REFLECT EMPHASIS ON ORGANIZING AND DISSEMINATION OF KNOWLEDGE
UTILIZED BOYER’S IDEAS ABOUT SCHOLARSHIP

11. PRIVATE COLLEGES SOLUTIONS
ADAPTED AND USED BUSINESS MANAGEMENT CONCEPTS/METHODS
FUNCTIONS OF MANAGEMENT
SYSTEMS THEORY
CONTINUOUS IMPROVEMENT

12. MANAGEMENT CONCEPTS MANAGEMENT FUNCTIONS SYSTEMS THEORY
CONTINUOUS IMPROVEMENT

13. MANAGEMENT FUNCTIONS
PLANNING
CONTROLLING
ORGANIZING
DIRECTING

14. PLANNING EXTERNAL & INTERNAL ANALYSIS MISSION & VISION
GOALS, OBJECTIVES & STRATEGIES
DEVELOP ACTION PLANS
ALLOCATION OF RESOURCES TO PLANS

15. ORGANIZING STRUCTURE STAFFING FUNCTION GEOGRAPHIC PRODUCT CUSTOMER
MATRIX
STAFFING

16. DIRECTING ADMINISTRATIVE & LEADERSHIP SKILLS COMMUNICATION MOTIVATION
GROUPS
CHANGE

17. CONTROLLING ESTABLISH STANDARDS MEASURE PERFORMANCE
COMPARE PERFORMANCE AGAINST STANDARDS
DETERMINE AND APPLY PROPER CORRECTIVE ACTION

18. MANAGEMENT FUNCTIONS PLANNING ORGANIZING DIRECTING
1.Establish Standards
2. Measure Performance
3. Compare Performance
To Standards
4. Take Corrective Actions
ORGANIZING
DIRECTING

19. SYSTEMS THEORY A SYSTEM IS DEFINED AS A GROUP OF OBJECTS THAT
ARE INTERRELATED AND INTERDEPENDENT WITH
EACH OTHER AND THEIR ENVIRONMENT SO AS TO
FORM A WHOLE.

20. SYSTEMS THEORY 1. OBJECTS/PARTS AND THEIR ATTRIBUTES
2. INTERRELATIONSHIPS/INTERDEPENDENCIES
3. BOUNDARIES
4. GOAL SEEKING
5. TRANSFORMATION PROCESS - INPUTS & OUTPUTS
6. SYNERGISM/GESTALT
7. HIERARCHY OF SUBSYSTEMS
8. REGULATION
9. ENTROPY/DISORDER

21. FUNCTIONS OF MANAGEMENT - SYSTEMS PERSPECTIVE
INTERNAL
ANALYSIS
LONG RUN
PLANS
SHORT RANGE
MISSION
VISION
GOALS
OBJECTIVES
STRATEGIES
COMMITMENT OF
RESOURCES
IMPLEMENT
ACTION PLANS
EXTERNAL
ANALYSIS
STANDARDS,
MEASUREMENT &
CORRECTIVE ACTION E

22. CONTINUOUS IMPROVEMENT
PART OF THE QUALITY MOVEMENT
ANY PROCESS CAN BE IMPROVED
KEY METHOD TO REMAIN COMPETITIVE IN TODAY’S CHANGING BUSINESS WORLD
PROCESS REENGINEERING IS NEEDED WHEN INCREMENTAL IMPROVEMENT IS NOT SUFFICIENT

23. PUBLIC UNIVERSITIES LAND-GRANT CONCEPT
EMERGENCE OF STATE RESEARCH UNIVERSITIES
QUESTIONS ABOUT CURRICULUM & UNDERGRADUATE EDUCATION (Handouts 2 & 3)
ACCOUNTABILITY MOVEMENT

24. PROFESSIONAL ACCREDITING AGENCIES
AACSB
MISSION DRIVEN STANDARDS
ONE OF THE FIRST TO REQUIRE LEARNING OUTCOMES AND ASSESSMENT
MUST HAVE PROCESSES IN PLACE TO ASSURE HIGH QUALITY AND CONTINUOUS IMPROVEMENT

25. REGIONAL ACCREDITING AGENCIES
SACS (Handout 4)
ESTABLISH CLEARLY DEFINED INSTITUTIONAL PURPOSE
FORMULATE EDUCATIONAL GOALS
EVALUATE ACHIEVEMENT OF GOALS
USE RESULTS TO IMPROVE PROGRAMS
MEASURES TO EVALUATE PROGRAMS AND GENERAL EDUCATION

26. STATE LEGISLATURES AND STATE BOARDS OF CONTROL
HOT BUTTONS - ACCESS, AFFORDABILITY & ACCOUNTABILITY
MORE THAN 40 STATES REQUIRE ASSESSMENT
PASS LAWS THAT REQUIRE STATE HIGHER ED INSTITUTIONS TO TAKE SPECIFIC ACTIONS - SB 148
THECB (Handout 5)
EACH INSTITUTION MUST REVIEW AND EVALUATE ITS CORE CURRICULUM AND REPORT THE RESULTS TO THECB

27. WHY DO WE HAVE TO DO IT? LEGISLATURE THECB SACS
TOLD US TWO TIMES - THEN PASSED A LAW
THECB
IMPLEMENTED THE LAW (SB148) BY REQUIRING EACH INSTITUTION TO REVIEW AND EVALUATE ITS CORE CURRICULUM AND REPORT THE RESULTS
SACS
REQUIRES A PROCESS FOR ASSESSMENT AND CONTINUOUS IMPROVEMENT OF PROGRAMS AND GENERAL ED CORE

28. WHY SHOULD WE DO IT? HELPS US CLARIFY OUR GOALS FOR THE CORE
SHIFTS OUR THINKING FROM INPUTS TO PROCESSES AND OUTPUTS
A PROVEN TOOL TO HELP US IMPROVE THE CORE AND THE LEARNING ENVIRONMENT

29. GENERAL EDUCATION CORE
UNT’S PLAN FOR ASSESSMENT AND CONTINUOUS IMPROVEMENT

30. WHAT IS EXPECTED OF US ?
AS THE STEERING COMMITTEE, WE ARE RESPONSIBLE FOR:
1. DESIGNING AN ASSESSMENT AND CONTINUOUS IMPROVEMENT
PROCESS FOR THE UNIVERSITY’S GENERAL EDUCATION CORE,
2. DEVELOPING A PLAN FOR IMPLEMENTING THE PROCESS, AND
3. IMPLEMENTING THE PLAN AND MONITORING THE
PERFORMANCE OF THE A&CI PROCESS.

31. DEVELOPING A PLAN WHAT NEEDS TO BE DONE ? HOW WILL WE DO IT ?
A good place to start is with the answers to the following:
WHAT NEEDS TO BE DONE ?
HOW WILL WE DO IT ?
WHO WILL DO IT ?
WHEN WILL IT BE DONE ?

32. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHAT ARE WE GOING TO ASSESS ?
HOW ARE WE GOING TO CONDUCT ASSESSMENT - WHAT TOOLS OR METHODS WILL WE USE ?
WHO IS GOING TO DO THE ASSESSMENT ?

33. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHEN AND HOW MUCH ?
HOW WILL THE RESULTS BE USED TO IMPROVE THE CORE CURRICULUM ?
WHO IS GOING TO PREPARE THE REPORTS FOR THECB AND SACS ?

34. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHAT KIND OF DOCUMENTATION WILL WE NEED ?
PROCESS ITSELF
RESULTS OF THE PROCESS
EVIDENCE TO PROVE THAT THE ASSESSMENT RESULTS ARE USED BY CURRICULUM PLANNING OR OTHER PROCESSES TO IMPROVE THE CORE

35. STANDARDS, MEASUREMENT,
CURRICULUM PROCESS
INTERNAL
ANALYSIS
LEARNING
OBJECTIVES
MISSION
GEN ED CORE
GOALS
OBJECTIVES
STRATEGIES
COMMITMENT OF
RESOURCES
IMPLEMENT
GEN ED CORE
GEN ED CORE
CURRICULUM
EXTERNAL
ANALYSIS
STANDARDS, MEASUREMENT,
ANALYSIS AND
CORRECTIVE ACTION E

36. ASSESSMENT TOOLS SURVEYS TESTS PORTFOLIOS INSTITUTIONAL DATA
CAPSTONE COURSE PROJECTS
CLASSROOM ASSESSMENT
CURRICULUM REVIEW
Source:
Catherine Palomba
Ball State University

37. SURVEYS ADVANTAGES DISADVANTAGES
COVER MANY DIFFERENT TYPES OF INFORMATION AND GROUPS
SOMETIMES ENABLE NATIONAL COMPARISONS
DISADVANTAGES
TAKE TIME TO DESIGN
RESPONDENTS MAY NOT BE REPRESENTATIVE
Source:
Catherine Palomba
Ball State University

38. TESTS ADVANTAGES PROVIDES INFORMATION ABOUT COGNITIVE OUTCOMES
CAN COVER A WIDE RANGE OF CONTENT
CAN ASSESS A LARGE GROUP
GOOD FOR LONGITUDINAL DATA
GOOD FOR BEFORE AND AFTER MEASURES
NATIONAL EXAMS ARE AVAILABLE
Source:
Catherine Palomba
Ball State University

39. TESTS DISADVANTAGES NATIONAL EXAMS LOCALLY DEVELOPED EXAMS
MAY NOT MATCH CURRICULUM
ARE USUALLY EXPENSIVE
LOCALLY DEVELOPED EXAMS
CAN BE TIME CONSUMING TO DEVELOP
MAY BE DIFFICULT TO GET CONSENSUS
LACK OF EXTERNAL NORMS
Source:
Catherine Palomba
Ball State University

40. PORTFOLIOS ADVANTAGES DISADVANTAGES
A collection of student work generated over time
ADVANTAGES
CAN BE INTEGRATED WITH COURSEWORK
PROVIDES INFORMATION OVER TIME
DISADVANTAGES
RAISE MANY PRACTICAL QUESTIONS
CAN BE DIFFICULT TO EVALUATE
Source:
Catherine Palomba
Ball State University

41. INSTITUTIONAL DATA ADVANTAGES DISADVANTAGES AVAILABILITY
MAY ALREADY BE IN A DATABASE
DISADVANTAGES
MAY NOT MATCH CURRICULUM
MAY BE TIME CONSUMING AND EXPENSIVE TO ANALYZE
Source:
Catherine Palomba
Ball State University

42. CAPSTONE COURSE ADVANTAGES DISADVANTAGES
PROVIDES A TIME AND PLACE TO UNDERTAKE ASSESSMENT
DISADVANTAGES
IS NOT ASSESSMENT BY ITSELF
NEEDS TO BE PART OF AN OVERALL PLAN
Source:
Catherine Palomba
Ball State University

43. CLASSROOM ASSESSMENT ADVANTAGE DISADVANTAGE
Use of small-scale assessment techniques conducted by
teachers to determine what students are learning in
particular classes
ADVANTAGE
A LOT OF GOOD DATA
DISADVANTAGE
HARD TO USE THE DATA
Source:
Catherine Palomba
Ball State University

44. CURRICULUM REVIEW ADVANTAGES DISADVANTAGES
COMPARES COURSE LEARNING OBJECTIVES TO PROGRAM OBJECTIVES
EVALUATES THE WHOLE PROGRAM, NOT JUST THE PARTS
DISADVANTAGES
TAKES A LOT OF TIME
POLITICALLY CHARGED
Source:
Catherine Palomba
Ball State University

45. ASSESSMENT TOOLS( ) SURVEYS TESTS PORTFOLIOS INSTITUTIONAL DATA
Also See SACS
Handout
SURVEYS
TESTS
PORTFOLIOS
INSTITUTIONAL DATA
CAPSTONE COURSE PROJECTS
CLASSROOM ASSESSMENT
CURRICULUM REVIEW
Source:
Catherine Palomba
Ball State University

46. OUR A&CI PROCESS AND PLAN MUST:
MEET ALL THE THECB REQUIREMENTS
BE DESIGNED TO ALSO ACCOMPLISH SACS REQUIREMENTS
MEET OUR OWN NEEDS FOR A PROCESS THAT WILL ASSURE EXCELLENCE OF UNT’S GENERAL EDUCATION CORE

47. THECB REQUIREMENTS ( )
SEE THECB
HANDOUTS
5 & 6
Extent to which the [institution’s core] curriculum is consistent with the elements of the core curriculum recommended by the Board;
Extent to which the [institution’s core] curriculum is consistent with the “Texas Common Course Numbering System”;

48. THECB REQUIREMENTS
Extent to which the curriculum is consistent with the elements of the core curriculum component areas, intellectual competencies, and perspectives as expressed in “Core Curriculum: Assumptions and Defining Characteristics” adopted by the Board; and

49. THECB REQUIREMENTS
Extent to which the institution’s [core curriculum] educational goals and the exemplary educational objectives of the core curriculum recommended by the Board are being achieved.

50. THECB REPORT REQUIRES( )
SEE THECB
HANDOUTS
A table that compares the institution’s core curriculum with the core component areas and exemplary educational objectives of the core curriculum recommended by the Board;
A brief description of the purpose and substance of the institution’s core curriculum;

51. THECB REPORT REQUIRES( )
SEE THECB
HANDOUTS
A description of the processes and procedures used to evaluate the institution’s core curriculum; and
A description of the ways in which the evaluation results are utilized to improve the core curriculum at the institution.

52. SACS REQUIREMENTS( ) The institution must:
SEE SACS
HANDOUT
The institution must:
Establish a clearly defined purpose appropriate to collegiate education,
Formulate educational goals consistent with the institution’s purpose,

53. SACS REQUIREMENTS( )
SEE SACS
HANDOUT
Develop and implement procedures to evaluate the extent to which these educational goals are being achieved, and
Use the results of these evaluations to improve educational programs, services, and operations.

54. OUR REQUIREMENTS
Is our core curriculum an integrated whole or a collection of parts ?
Are the current goals and objectives of UNT’S general education core sufficient ?
Does the design and content of the general education core meet the needs of our students ?

55. WHAT IS EXPECTED OF US ?
AS THE STEERING COMMITTEE, WE ARE RESPONSIBLE FOR:
1. DESIGNING AN ASSESSMENT AND CONTINUOUS IMPROVEMENT
PROCESS FOR THE UNIVERSITY’S GENERAL EDUCATION CORE,
2. DEVELOPING A PLAN FOR IMPLEMENTING THE PROCESS, AND
3. IMPLEMENTING THE PLAN AND MONITORING THE
PERFORMANCE OF THE A&CI PROCESS.

56. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHAT ARE WE GOING TO ASSESS ?
EXAMPLES
HOW ARE WE GOING TO CONDUCT ASSESSMENT - WHAT TOOLS OR METHODS WILL WE USE ?
WHO IS GOING TO DO THE ASSESSMENT ?

57. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHEN AND HOW MUCH ?
HOW WILL THE RESULTS BE USED TO IMPROVE THE CORE CURRICULUM ?
WHO IS GOING TO PREPARE THE REPORTS FOR THECB AND SACS ?

58. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN
WHAT KIND OF DOCUMENTATION WILL WE NEED ?
PROCESS ITSELF
RESULTS OF THE PROCESS
EVIDENCE TO PROVE THAT THE ASSESSMENT RESULTS ARE USED BY CURRICULUM PLANNING OR OTHER PROCESSES TO IMPROVE THE CORE