1. Michelle Cox, Nursing
Emily Garber, PTA

2. Objectives Discuss how to use assessment data
Develop a plan for assessment
Create an individual course assessment plan
Show example of course assessment plan

3. Assessment Please stop telling me why! Good gracious…
someone just start telling me HOW!

4. Spark The Conversation
Understand the goal (and how it fits into the bigger picture)!
Before you get started:
Discuss with your Chair/Program Director
Discuss with your faculty peers
Who do you share courses with?
Faculty teaching other courses/sections in the same department

5. Hierarchy of Assessment
College
Mission
General Education Outcomes
Program
College: Annual Update & Five-Year Program Review
Approval body
Accreditation
Course
Unit

6. The Cyclical Process Plan Assessment Act on Results Collect Data
Analyze & Interpret
Report
Act on Results

7. This is the HOW! STEP 1: Plan Assessment
identify EXACTLY what we want our students to know upon completion of our program (PLOs) and/or course, and how we’ll prove it
STEP 2: Collect Data
identify specific points throughout the program and/or course where measures of those outcomes of student learning occur
STEP 3: Analyze and Interpret Results
the faculty who gathered the data in their courses should be the ones analyzing the data
STEP 4: Report
summarize the data collected; explain what the data yielded about student learning; indicate what actions were taken as a result of the assessment
STEP 5: Act on Results
identify opportunities to make changes to improve student learning; identify what worked well and how it can be reinforced and/or expanded
Show example of course assessment plan

8. Develop & Collect Identify program and/or course
(student learning) outcomes
Which measurement tool(s)/
assessment technique(s)?
Benchmarking: Expected levels of achievement: course, department, national
Collect the results/data: when? how often?
Each semester, once a year
All course outcomes each year or just certain outcomes

9. Analyze & Interpret When? Semester vs. Annual Identify successes
Identify areas for improvement
Discuss with appropriate stakeholders what changes may need to occur
Did you do what you intended with your course/program?

10. Report & Act Report Out: What data driven decisions do you make?
Department, Division, Annual Update, Program Review, Accreditation Reports
What data driven decisions do you make?
What changes are you making to the course?
Implement the changes
Reassess/restart the process!

11. Continued Learning Things we have learned!
Demonstrates how students meet course outcomes!
Assists in identifying “key” assignments
Simple way to analyze/track data and changes
Is it working or not working…what did we do?
Decide: how long to keep the data?
CAT on Flash

12. It Does NOT Have to Be Difficult!
…but it has to happen!!
You’re not the first person ever in your academic field to assess students…
so don’t feel the need to reinvent the wheel
Check out what’s already out there to use as a starting point
Look at what assessments you are already doing
Use the CTL for assessment support and resources
Contact your division assessment coordinator
Show example of course assessment plan