1. Academic Program Assessment November 18-19, 2014 Ryan J. McLawhon, Ed.D. Director Institutional Assessment Ryan.McLawhon@tamu.edu Elizabeth C. Bledsoe, M.A. Program Coordinator Institutional Assessment ebledsoe@tamu.edu Kimberlee Pottberg Sr. Admin Coordinator Institutional Assessment K-pottberg@tamu.edu assessment@tamu.edu 979.862.2918 assessment.tamu.edu

2. Components of the WEAVEonline Assessment Plan & expectations of each Question and Answer Session Agenda

3. SACS Comprehensive Standard 3.3.1 3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) 3.3.1.1educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate SACS Expectations

4. SACS Comprehensive Standard 3.3.1 3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) 3.3.1.1educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate SACS Expectations and provides evidence of improvement based on analysis of the results…

5. The Assessment Circle Develop Program Mission & Outcomes Design an Assessment Plan Implement the Plan & Gather Information Interpret/ Evaluate Information Modify & Improve Adapted from: Trudy Banta, IUPUI

6. Develop Mission and Outcomes Develop Program Mission & Outcomes

7. The mission statement links the functions of your unit to the overall mission of the institution. A few questions to consider in formulating the mission of your unit: –What is the primary function of your degree? –What should students graduating from your program know or be able to do? Mission Statement

8. Brief, concise, distinctive Clearly identifies the program’s purpose and larger impact Clearly aligns with the mission of the division and the University Clearly identifies the primary stakeholders of the program: i.e., students, faculty, parents, etc. Characteristics of a Well-Defined Mission Statement

9. There are two categories of outcomes: Learning Outcomes Program Objectives Outcomes/Objectives

10. Encompass a discipline-specific body of knowledge Limited in number (manageable) Specific, measurable and/or observable Meaningful Describe a level of mastery appropriate to the degree Use Action Verbs Outcomes/Objectives should…

11. Cognitive Learning Knowledge - to recall or remember facts without necessarily understanding them articulate, define, indicate, name, order, recognize, relate, recall, reproduce, list, tell, describe, identify, show, label, tabulate, quote Comprehensive - to understand and interpret learned information classify, describe, discuss, explain, express, interpret, contrast, associate, differentiate, extend, translate, review, suggest, restate Application - to put ideas and concepts to work in solving problems apply, compute, give examples, investigate, experiment, solve, choose, predict, translate, employ, operate, practice, schedule Analysis - to break information into its components to see interrelationships analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, investigate, interpret Synthesis - to use creativity to compose and design something original arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, plan, prepare, propose, set up Evaluation - to judge the value of information based on established criteria appraise, assess, defend, judge, predict, rate, support, evaluate, recommend, convince, conclude, compare, summarize Affective Learning appreciate, accept, attempt, challenge, defend, dispute, join, judge, praise, question, share, support

12. Graduates will be able to design a comprehensive research project from research question to interpretation of results. Students will identify and discuss various aspects of architectural diversity in their design projects. Examples of Learning Outcomes

13. Process statements –Relate to what the unit intends to accomplish Level or volume of activity (publishing, etc.) Compliance with external standards of “good practice in the field” or regulations (accreditation requirements, etc.) Satisfaction statements –Describe how those you serve rate their satisfaction with your degree program or activities Program Objectives

14. Process statements –Students will contribute to the field by publishing in peer-reviewed journals and national conferences. Satisfaction statements –Students will report they are satisfied with the quality of their education. Examples of Program Objectives

15. Student Learning Outcome Example: Student Learning Outcome AStudent Learning Outcome B Students receiving a degree from this program will be effective communicators. Students receiving a degree from this program will be able to effectively communicate their research findings both verbally and in writing. 15

16. Design an Assessment Plan

17. After establishing your outcomes… Define and identify the sources of evidence you will use to determine whether you are achieving your outcomes. Detail what will be measured and how Identify or create measures which can inform decisions about your program’s processes and services. Assessment Measures

18. Measurable and/or observable –You can observe it, count it, quantify, etc. –Specifically defined with enough context to understand how it is observable Meaningful –It captures enough of the essential components of the objective to represent it adequately –It will yield vital information about your program Triangulates data –Multiple measures for each outcome –Direct and Indirect Measures Measures should be…

19. There are two basic types of assessment measures: Direct Measures Indirect Measures Types of Assessment Measures (Palomba and Banta, 1999)

20. Direct measures are those designed to directly measure:  what a stakeholder knows or is able to do (i.e., requires a stakeholder to actually demonstrate the skill or knowledge) Direct Measures

21. A rubric used to assess a collection of work samples (student work) Observation of behavior Common Direct Measures

22. Indirect measures focus on:  stakeholders’ perception of their level of learning  stakeholders’ perception of the benefit of programming or intervention  completion of requirements or activities  stakeholders’ satisfaction with some aspect of the program or service Indirect Measures

23. Surveys Exit interviews Count of publications/presentations Retention/graduation data Demographics Focus groups Common Indirect Measures

24. Some things to think about: –How would you describe the end result of the outcome? OR How will you know if this outcome is being accomplished? –Where are you currently delivering the outcome? Are there any naturally occurring assessment opportunities? –Will the resulting data provide information that could lead to an improvement of your curriculum and/or pedagogy? Choosing Assessment Measures

25. An achievement target is the result, target, benchmark, or value that will represent success at achieving a given outcome. Achievement targets should be specific numbers or trends representing a reasonable level of success for the given measure/outcome relationship. Achievement Targets

26. Students will score a 2.5 out of 4 on the writing rubric. 75% of graduating students will achieve an average of 3.5 on the dissertation rubric. Examples of Achievement Targets

27. Implement & Gather Information Implement the Plan & Gather Information

28. The results of the application of the measure to the collected data The language of this statement should parallel the corresponding achievement target. Results should be described in enough detail to prove you have met, partially met, or not met the achievement target. Findings

29. Example 1: –Achievement Target The mean score on the state mandated certification exam of students graduating from the program will meet or exceed the state average score of 79. –Findings The achievement target was met. The overall mean score of students from the Teaching, Learning, and Culture program exceeded that of the state average score of the state certification exam. Results: Program overall mean scaled score—91.50, State overall mean scaled score—79.13. Examples of Findings Statements

30. Interpret/Evaluate Information

31. Analyzing Findings Three key questions at the heart of the analysis: –What did you find and learn? –So What does that mean for your academic program or support unit? –Now What will you do as a result of the first two answers?

32. Analysis Question Responses should… Demonstrate thorough analysis of the given findings Provide additional context to the action plan (why this approach was selected, why it is expected to make a difference, etc.) Update previous action plans – results of implementation

33. Modify/Improve Modify & Improve

34. After reflecting on the findings, you and your colleagues should determine appropriate action to improve the program. Actions outlined in the Action Plan should be specific and relate to the outcome and the results of assessment. –Action Plans should not be related to the assessment process itself Action Plans

35. An Action Plan will… Clearly communicate how the evidence of student learning achievement or other Findings inform a change or improvement to curriculum/pedagogy. This DOES NOT include: –Changes to assessment processes –Continued monitoring of information –Changes to the program not informed by the data collected through the assessment process

36. Assessment Review

37. Mission Statement

38. Outcomes/Objectives

39. Measures

40. Targets

41. Findings

42. Action Plans

43. Analysis Questions

44. Assess what is important Use your findings to inform actions You do not have to assess everything every year Take-Home Messages

45. OIA Consultations WEAVEonline support and training Assessment plan design, clean-up, and re-design –And we can come to you! New Website: assessment.tamu.edu

46. Questions?

47. http://assessment.tamu.edu/conference

48. The Principles of Accreditation: Foundations for Quality Enhancement. SACS COC. 2008 Edition. Banta, Trudy W., & Palomba, C. (1999). Assessment Essentials. San Francisco: Jossey-Bass. Banta, Trudy W. (2004). Hallmarks of Effective Outcomes Assessment. San Francisco: John Wiley and Sons. Walvoord, Barbara E. (2004). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass. Assessment manuals from Western Carolina University, Texas Christian University, the University of Central Florida were very helpful in developing this presentation. Putting It All Together examples adapted from Georgia State University, the University of North Texas, and the University of Central Florida’s Assessment Plans References