1. Dr. Geri Cochran Director, Institutional Research, Assessment and Planning

2.  It’s all about what is important to you ◦ Identifying what is important, the values that guide what you are doing. ◦ Using those values as a basis for evaluating what you are doing ◦ Taking what you have learned from that evaluation to improve what you are doing in order to better achieve your values

3. Program assessment is a form of evaluation by which participants in a program judge its effectiveness in achieving their values and use what they have learned to improve the program’s effectiveness in achieving those values.

4. Premise Assessment is linked directly to value Propositions 1. What we assess indicates what we value 2. What we value should guide what we assess

5. A form of evaluation in which the values of the participants’ in a program are made explicit expectations for what should “come out” of their actions and those actions are evaluated according to the extent to which the actions achieve the expected outcomes.

6. Improving Programs Program Outcomes Program Criteria Program Values

7.  Focusing on the value of education shifts our attention from inputs to outcomes  What “comes out” of an educational experience must be directly or indirectly observable to be assessed.  Program assessment belongs to the program; the purpose of outcomes assessment is to improve programs by encouraging evidence-based decision-making by people in the program

8. Critical Artistic Analysis  Perform music with a principal instrument or voice at a level of artistry qualifying for consideration of professional employment; absorb and evaluate multiple points of view about performance techniques and musical expression.

9. Professional Collaboration  Ability to function as a contributor to a work team such as a performing ensemble. Professional Literacy  Practical familiarity with the literature and standard repertoire of the major performing area; understand and interpret music in a variety of styles, genres, mediums, and historical eras.

10. Professional Readiness  Awareness of basic practical information and realities of careers in music; students demonstrate the ability to prepare, audition and interview for a graduate program of study; students will demonstrate knowledge of the grant writing process and the importance of developing entrepreneurial skills; students will demonstrate knowledge of arts-in-education and other community outreach venues; students develop basic skills for using technology such as communications, music sequencing, and engraving software; students will demonstrate basic writing skills as they apply to their career development.

11. Technical Skills  Perform music with a principal instrument or voice at a level of technique progressing toward viability of professional employment as a musician.

12.  What evidence should be gathered for assessing outcomes?  What are the sources of the evidence for the outcomes?  How often is the evidence to be collected?

13.  Relatively direct (SACS preferred) ◦ Writing assignments ◦ Recitals ◦ Performances ◦ Artistic compositions ◦ Essay exams  Relatively indirect ◦ Surveys ◦ Internship reports ◦ Employer Surveys

14.  Evidence should be meaningful information that is appropriate for assessing a particular outcome.  Evidence should be manageable: reasonable to attain and evaluate (time, effort, availability)

15.  List of Outcomes  Evidence to be collected  Source of evidence  Frequency of collection of evidence

16. OutcomesEvidenceSourceFrequency Ability to function as a contributor to a work team such as a performing ensemble. Ensemble evaluations, internship reports, performances Students, faculty, professional in the field Semester & Annually Perform music with a principal instrument or voice at a level of artistry qualifying for consideration of professional employment; Selection of work in portfolio, video and audio tapes, Recitals, etc StudentsAnnually

17.  Is the evidence specific enough in describing the form of the evidence and venue for collection?  Does the plan rely mainly on direct evidence?  Is the evidence meaningful for the particular outcome?  Is the evidence manageable (reasonable to collect and evaluate) ?

18. Improving Programs Program Outcomes Program Criteria Program Values

19.  Goal: To use the evidence as a basis for judging the extent to which the program is meeting the members’ values for the program.

20.  Goal: To apply what has been learned in evaluating the program toward identifying actions to address areas of concern

21.  As a result of your assessment, what changes if any, have you implemented to address areas of concern (in the program or in the assessment of the program)?

22.  What outcomes are you planning to assess for the next reporting cycle?

23.  How can I help? Geri Cochran