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IN top FORM Assessment Plan. Please sit with other faculty members from your program of study. Goals for today’s session. By the end of today’s session, you should: Understand basic assessment of student learning;
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INtopFORM Assessment Plan Please sit with other faculty members from your program of study
Goals for today’s session • By the end of today’s session, you should: • Understand basic assessment of student learning; • Tentatively identify when and where assessment of the six ITF LOs will take place in your program; • Develop a plan for assessment measures to be used (ITF rubric, major field test, standardized final, etc.); • Develop a plan for collecting baseline data (preferably during Spring 2014); • Decide when you and your colleagues will discuss assessment results; • Know what your responsibilities are for reporting; and • Be familiar with the ITF assessment calendar.
What is assessment? • Collecting data so we can report it to SACS (or THEC, TBR, AACSB, etc.) • Something the folks in Dossett Hall came up with to keep faculty busy • A useful teaching and learning tool
Assessment is • Deciding what we want our students to learn • Making sure they learn it http://img4.wikia.nocookie.net/__cb20100313135124/simpsons/images/4/47/Dabf20.gif From Linda Suskie, courtesy of Jane Wolfson, Towson University
Assessment Cycle 1) 2) 4) 3) Excerpted from Assessing Student Learning by Linda Suskie, Jossey-Bass, 2009
Assessment Template • Outcomes: Your six discipline-specific ITF LOs • Opportunities: Where will students practice ITF skills? • Measurement Sites: Which courses and assignments? • Measures: Projects, papers, exam questions, clinicals • Sampling(if used) • Baseline Data: When, where, and how collected • Sharing: Who can act on results to improve student learning?
Step 1: Establish Learning Goals • Six INtopFORM Learning Outcomes • What do they mean in YOUR discipline? • See Parts 1 and 2 of your planning worksheets Record draft ITF learning outcomes for your program in Column A of the Assessment Plan Template
Step 2: Provide Learning Opportunities • Must allow students to practice and develop skill in each of the six INtopFORM Learning Outcomes • Where will this take place in your curriculum? • See results of Curricular Mapping exercise • What methods might you use? • See Teaching Ideas (Part 3 of planning worksheets) for each ITF LO Record possible learning opportunities for your students in Column B of the Assessment Plan Template; please be specific (course + assignment or activity)
Step 3: Assess Student Learning • Where will you measure student learning? • Must be measurable or observable • Goal • Collect “reasonably accurate, truthful evidence” • Doesn’t have to be worthy of publication • Good enough to use with confidence • Possibilities include single assignments, capstone courses, projects, final exam items
Assessment Measures • Two options: • Modify the ITF assessment rubric to evaluate papers or projects (preferred); • Study students’ performance on designated items on major field tests, standardized final exams, or locally designed tests of information fluency Record where assessment might take place (course, assignment) in your curriculum in Column C of the Assessment Plan Template. Include possible measures (exam items, rubrics) for your program in Column D.
INtopFORM Assessment Guidelines • Must evaluate all six ITF LOs • Must occur annually • Must provide data on the culminating skills and abilities of students in a program of study • Ordinarily in the senior year / 4000-level courses • Must yield findings applicable to all majors • Can evaluate all majors’ work or that of a sufficient representative sample
Sampling • More evidence collected means higher confidence in conclusions, but be practical • If you use a sample, it should adequately represent your student population • Online vs. on ground • Adult vs. traditional Record from whom you will collect assessment information in Column E of the Assessment Plan Template; describe sampling (if applicable)
Baseline Data • Must be collected during Year 1 • Spring 2015 preferred • Use standard reporting template (provided) to include: • Overall assessment for each of the six outcomes • Mathematical average (can be weighted) or separate rating • Number and % of students rated as: 3 = Excellent 2 = Satisfactory 1 = Unsatisfactory • Whether each student was rated satisfactory on all outcomes Record ideas of how your program might collect baseline data in Column F of the Assessment Plan Template.
Step 4: Use the Results • Assessment is worthless if it isn’t useful • How will results be analyzed? By whom? • How and when will results be shared? • Who can act on your assessment data to make improvements? Discuss how your program might use the assessment information you collect and record in Column G of the Assessment Plan Template.
You are not alone • INtopFORM provides support during Faculty Learning Communities • INtopFORM staff will hold meetings with each program to discuss assessment and implementation plans • The Director of Assessment (with assistance from the Director of the QEP) will • Assist faculty in designing assessments • Approve each programs’ assessment protocols
Institutional Assessment Goals For each program: • Improvement in Years 2-5 compared to baseline data in Year 1 • >30% of the rubric ratings or test scores on each INtopFORM learning outcome are “excellent” • >90% of the rubric ratings or test scores on each INtopFORM learning outcome are at least “satisfactory” • >90% of program majors achieve rubric ratings or test scores demonstrating at least “satisfactory” performance on all INtopFORM learning outcomes
California Critical Thinking Skills Test • ETSU’s Senior Exit Exam, administered since 2005 for general education assessment • 34 questions, 45 minutes in length • Five areas: Analysis and Interpretation, Inference, Evaluation and Explanation, Deductive Reasoning, and Inductive Reasoning • CCTST maps well to EVALUATING and USING INtopFORM learning outcomes • Office of Assessment will collect CCTST data annually and provide reports to programs of study
CCTST Score Interpretation CCTST Total Score • 8-12 (Weak) • 13-18 (Moderate) • 19-23 (Strong) • ≥24 (Superior)
Goals for CCTST Performance For each program: • Mean CCTST Total Scores and subtest* scores should exceed baseline in Years 2-5 • >30% of scores on each CCTST subtest* at or above “strong” • >90% of scores on each CCTST subtest* at or above “moderate” • >30% of CCTST Total Scores are at least 19 (“strong”) • >90% of CCTST Total Scores are at least 15 (“moderate”) *mapped to an INtopFORM learning outcome
Annual Assessment and Improvement Meetings • Each fall in Years 3-5 • Includes Director of Assessment, QEP Director, program leaders, and other interested faculty • Purpose • Review previous year’s assessment data • Use results to refine plan for enhancing information fluency • As needed, define improvement actions, responsible parties, and calendars • Annual assessment and improvement report drafted by Directors and approved by program faculty
Decide what you want your students to learn • Make sure they learn it
Contact Information Cheri Clavier Director of Assessment clavier@etsu.edu 439-7483 136 Sherrod
