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  1. Assessment Matters! 2013 Regional Community College Assessment Conference Susan R. Hatfiled, Ph.D. Winona State University Senior Scholar, Higher Learning Commission SHatfield@winona.edu

  2. Assessment Matters! …….. or does it?

  3. Assessment won’t matter if.. Compliance Commitment Numbers Narrative Scores Substance Consistency Complexity

  4. Assessment matters if it is… • Iterative • Participatory • Action Research Process (not project) • Strategy of Inquiry

  5. Assessment matters if it..... Connects to a process that is second nature to most faculty

  6. How Assessment Works Phase 2 Phase 3 Phase 1 O U T C O M E Compare Against Benchmarks, Standards, Targets, Past Performance New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event learning event learning event learning event criteria criteria criteria criteria BASELINE criteria criteria criteria criteria criteria criteria criteria criteria

  7. Assessment matters if it..... • Defines learning in alignment with mission, vision, values, goals, degrees, and students.

  8. MISSION VISION CORE COMPETENCIES GENERAL EDUCATION STUDENT LIFE PROGRAM OUTCOMES EXTERNAL AGENCIES

  9. Assessment matters if it..... • Focuses on questions that are important to faculty, the program, the institution.

  10. What do you want students to know, do, or achieve … At the end of the course ….At the end of the program

  11. What is important to you? ….As a faculty member? ….As a program? ....As an institution?

  12. If you don’t care about the question, you won’t care about the answer.

  13. Assessment matters if.... • You know what you are assessing

  14. Learning Outcomes • Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.

  15. Learning Outcomes • Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.

  16. Practical Advice: The more complex the outcome, the harder it will be to assess

  17. Practical Advice: • Format for learning outcomes: Students will be able to <<action verb>> <<something>>

  18. Student Learning Outcomes • Learner Centered • Specific • Action oriented • Public • Distinctive • Frame Perceptions • Cognitively appropriate

  19. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Lower division course outcomes

  20. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Program outcomes

  21. Assessment matters if..... It is a coordinated process

  22. ………well… 22

  23. Assessment matters if..... The outcomes are connected to the curriculum

  24. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  25. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  26. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  27. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  28. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  29. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  30. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  31. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  32. Electives Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S S A A A 1 K K A A A 2 A S K 3 K S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  33. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S S A A A 1 K K A A A 2 Build a curriculum A S K 3 K S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  34. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx Analyze Curriculum S S A A A 1 K K A A A 2 A S K 3 K Diagnose Learning S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  35. Program Learning Outcomes 2xx 1xx 1xx 1xx 2xx 2xx 1xx 2xx 2xx 2xx S S A A A 1 K K A A A 2 A S K 3 K Understand Learning S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

  36. Assessment matters if it..... Recognizes the complexity of learning

  37. How Assessment Works Phase 2 Phase 3 Phase 1 O U T C O M E Compare Against Benchmarks, Standards, Targets, Past Performance New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event learning event learning event learning event criteria criteria criteria criteria BASELINE criteria criteria criteria criteria criteria criteria criteria criteria

  38. How Assessment Works Phase 1 O U T C O M E Compare Against Benchmarks, Standards, Targets, Past Performance New / Revised learning event New / Revised learning event New / Revised learning event Learning Environment learning event learning event learning event criteria criteria criteria criteria BASELINE Student variables Learning Resources

  39. The Seven Principles for Good Practice in Undergraduate Education • 1. Student-Faculty Contact • 2. Cooperative Learning • 3. Active Learning • 4. (Prompt) Feedback • 5. Time on Task • 6. High Expectations • 7. Respect for Diverse Talents and Ways of Learning TeachingStrategies Z. Gamson & A. Chickerning (1987) The Seven Principles in Practice . Wingspread Journal

  40. Student Variables • Background • Motivation • Skills • Experience • Resources • Personal Characteristics

  41. Format (FTF, online, hybrid) • Day/s, Time • Length of class, Frequency • Physical Space • Learning Climate • Campus Culture Learning Environment

  42. Text, Materials • Tutoring • Supplemental Instruction • Labs • Speakers • Events Learning Resources

  43. Assessment matters if it..... Sets performance targets that are reasonableand logical.

  44. Benchmarks and Targets • Nature of outcome • Nature of students • External expectations

  45. Assessment matters if it..... Looks for patterns over time

  46. Interpreting Data • Consistency - over time • Consensus - different populations • Distinctiveness - different situations/ variables / items

  47. Consistency • Examines the same practice of and individual or group over time

  48. Consistency How well are students performing on a program outcome measures? High Satisfaction Low Satisfaction 05 06 07 08 09 10 11 12

  49. Consensus • Comparison to or among groups of students

  50. Consensus How well are students performing on a program outcome measures? High performance Low performance Females Males First Generation Dev Ed