1. General Education Assessment AAC&U GE and Assessment Conference March 1, 2007

2. Program Assessment an on-going process designed to monitor and improve student learning. Faculty: Develop learning outcomes Verify alignment Collect assessment data Close the loop

3. Definitions Direct vs. Indirect Assessment Embedded Assessment Authentic Assessment Formative vs. Summative Assessment Triangulation

4. Quotations from the Wise and Experienced

5. Assessment Steps 1.Define learning outcomes 2.Check for alignment 3.Develop an assessment plan 4.Collect assessment data 5.Close the loop 6.Improve the assessment process

6. Learning Outcomes Clarify what faculty want students to learn Clarify how the assessment should be done

7. Types of Outcomes Knowledge Skills Values

8. Levels of Outcomes Course Program Institutional

9. GE Program Outcomes Focus on how students can demonstrate their learning Should be widely distributed Should be known by all stakeholders Guide course and curriculum planning Encourage students to be intentional learners Focus assessment efforts

10. Goals vs. Outcomes Examples

11. Is each a goal or an outcome?

12. Blooms Taxonomy

13. Review Examples of GE Outcomes

14. Types of GE Outcomes Short list of more general outcomes Longer list of outcomes related to specific requirements

15. Ensuring/Verifying Alignment Course Certification Course Recertification Alignment Projects

16. GE Alignment Questions Curriculum Cohesion Pedagogy and Grading Support Services GE Instructors Learning-Centered Campuses

17. Cohesive Curriculum Coherence Synthesizing experiences On-going practice Systematically created opportunities to develop increasing sophistication

18. Alignment Matrix (Curriculum Map) I = Introduced D = Developed & Practiced with Feedback M = Demonstrated at the Mastery Level Appropriate for Graduation

19. Is this a cohesive curriculum?

20. Assessment Plan Who? What? When? Where? How?

21. Assessment should be meaningful, manageable, and sustainable.

22. We dont have to assess every outcome in every student every year.

23. Levels of GE Assessment Course-Level Program-Level Institution-Level

24. Comparisons of the Three Approaches

25. Sampling Relevant Samples Representative Samples Reasonably-Sized Samples

26. Ethical Issues to Consider Anonymity Confidentiality Informed Consent Privacy

27. Sample Assessment Plans Find examples of: Direct assessment Indirect assessment Formative assessment Summative assessment Alignment-related assessment Triangulation

28. Assessment Techniques Direct Assessment Indirect Assessment

29. Properties of Good Assessment Techniques Valid Reliable Actionable Efficient and Cost-Effective Engaging to Respondents Interesting to Us Triangulation

30. Direct Assessment Published Tests Locally-Developed Tests Embedded Assessment Portfolios Collective Portfolios

31. Indirect Assessment Surveys Interviews Focus Groups

32. Rubrics Holistic Rubrics Analytic Rubrics

33. Online Rubrics

34. Rubric Category Labels

35. Rubric Strengths Efficient use of faculty time Precisely define faculty expectations Training can be effective Criterion-referenced judgments Can be used by others

36. Using Rubrics for Grading and Assessment Numbers for grading Categories for assessment Numbers and other criteria under individual faculty control Speed up grading Provide formative feedback

37. Using Rubrics in Courses 1. Hand out rubric with assignment. 2. Use rubric for grading. 3. Develop rubric with students. 4. Students apply rubric to examples. 5. Peer feedback using rubric. 6. Self-assessment using rubric.

38. Creating a Rubric 1.Adapt an existing rubric 2.Analytic approach 3.Expert-systems approach

39. Managing Group Readings One reader/document Two independent readers/document Paired readers

40. Before inviting colleagues: 1.Develop and pilot test rubric. 2.Select exemplars. 3.Develop a recording system. 4.Consider pre-programming a spreadsheet.

41. Orientation and Calibration

42. Closing the Loop Celebrate! Change pedagogy Change curriculum Change student support Change faculty support

43. Bringing It All Together Campus-wide conversations Institution-wide implications for faculty/staff development Quality-assurance process Reporting structure Implications for funding or infrastructure development

44. Some Friendly Suggestions 1.Focus on what is important. 2.Dont try to do too much at once. 3.Take samples. 4.Pilot test procedures. 5.Use rubrics. 6.Close the loop. 7.Keep a written record.