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Assessment Peer Consultant Training

Assessment Peer Consultant Training. St. Cloud State University January 28 and 29, 2008 Trainers: Patricia Aceves, Elaine Ackerman, Wendy Bjorklund, Lisa Foss, Sandra Johnson, Jim Knutson-Kolodzne, Joe Melcher, Jim Sherohman www.stcloudstate.edu/assessment.

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Assessment Peer Consultant Training

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  1. Assessment Peer Consultant Training St. Cloud State University January 28 and 29, 2008 Trainers: Patricia Aceves, Elaine Ackerman, Wendy Bjorklund, Lisa Foss, Sandra Johnson, Jim Knutson-Kolodzne, Joe Melcher, Jim Sherohman www.stcloudstate.edu/assessment

  2. Introductions of Participants and Trainers

  3. Introductions • Name and current work assignment • Why you want to be an assessment peer consultant • A concern, question, or apprehension you have about being an assessment peer consultant • Your impressions of Walvoord’s assessment workshop

  4. Introduction to Peer Consultant Training

  5. HLC Assessment Academy • 4-year commitment • Exempts institutions from accreditation follow-up visits on assessment • Centers on completion of student learning projects

  6. SCSU’s Assessment Academy Projects • University Assessment System • Assessment of Student Learning in Programs • General Education Assessment www.stcloudstate.edu/assessment/academy.asp

  7. Goals of University Assessment System Project • Refine institutional assessment policies • Communicate institutional assessment policies • Build institutional assessment capacity • Integrate assessment into work life of institution • Implement assessment of assessment

  8. Goals of Project on Assessment of Student Learning in Programs • Implement institutional assessment plan at level of major programs • Implement institutional assessment reporting system at program level

  9. “Train the Trainers” Workshop, May 2007 • Did initial planning for peer consultant training • Facilitated by Academy mentor Elaine Klein • 20 participants from across the campus

  10. Goals of General Education Assessment Project • Approve the program • Implement program structure • Collect and analyze data • Use data for improvement

  11. Goals of the Peer Consulting Program • Improve program assessment across the institution • Build assessment capacity • Increase acceptance of assessment of student learning at the program level

  12. Learning Outcomes for Peer Consultant Training Those who complete this training will be able to: • Articulate the basic principles of assessment • Present the SCSU model of assessment • Facilitate the assessment process in departments, programs, and units

  13. Consultant Expectations and the Assessment Peer Consulting Program

  14. Assessment Peer Consultants • Assist with any aspect of program-levelassessment • Respond to requests from programs • Work with at least one other peer consultant • Are familiar with the resources available at SCSU and use these when appropriate • Represent the SCSU Assessment Peer Consulting Program and the Assessment Steering Committee

  15. Peer Consulting Process • Request submitted to Assessment Office • Assessment Director contacts program to obtain additional information about the request • Assessment Office selects two (or more) peer consultants with complementary backgrounds • Peer consultants meet, then contact the program • Peer consultants assist the program • Peer consultants provide brief descriptive report to the Assessment Office • Program evaluates the peer consulting service

  16. Peer Consulting Requests • Peer Consulting Request form • How will peer consultants be assigned? • Can peer consultants decline assignments? What are some good reasons for doing so?

  17. Some Tips for Peer Consultants • Learn about the program before you visit. • Focus on the problem as defined by program faculty/staff. • Early on, ask questions that will help you understand the situation from their perspective. • If you are not actively facilitating, observe and take notes. • Help programs find a way to do assessment work themselves; don’t do it for them. • Nudge the program in the direction of recommended policies, to the extent this is appropriate. • Request help when needed.

  18. Peer Consultants as a Team • Should there be a “lead” consultant? • How will you share responsibility—drawing upon each other’s strengths, while allowing opportunities for each to learn? • How will you communicate in the presence of program faculty/staff? • Support each other • Avoid the appearance of “ganging up” on program faculty/staff • Comment on partner’s line of action without offending program faculty/staff or the partner

  19. Consultant Training:Assessment Principles

  20. Definition Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; using the resulting information to document, explain, and improve performance.

  21. Assessment Assessmentis an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standardsfor learning quality; systematicallygathering, analyzing, and interpreting evidenceto determine how well performance matches those expectations and standards; using the resulting information todocument, explain, and improve performance.

  22. Walvoord’s Definition the systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning (Barbara Walvoord, Assessment Clear and Simple)

  23. Assessment’s core questions • What do you want students to know/do/value as a result of completing your program? • How do you know whether your students know/do/value these things? • If they know/do/value these things…you’ve got something to tell! • If NOT, you have useful information to guide changes to improve learning.

  24. Where do programs begin in developing an Assessment Plan? Consultants may assist: • Agree on Mission • Identify Program Goals

  25. MnSCU Work Plan MnSCU, SCSU, College Mission and Goals Professional/Accrediting Criteria Constituencies Recommendations Department Mission Department Goals Program Educational Objectives Standards and Elements Student Learning Outcomes Changes to Enhance Student Learning Strategies to Accomplish Outcomes Data Collection and Interpretation Areas and Methods of Assessment ASSESS

  26. ASSESSMENT – THE BOTTOM LOOP ASSESS Student Learning Outcomes Changes to Enhance Student Learning STUDENT Strategies to Accomplish Outcomes Data Collection and Interpretation Areas and Methods of Assessment

  27. Walvoord’s Three Steps of Assessment 1. Articulate your goals for student learning “When they complete our program, students will be able to . . .” (Barbara Walvoord, Assessment Clear and Simple) What should consultants know?

  28. At SCSU we say: Identify your student learning outcomes Students will <<action verb>> <<something>>

  29. Student Learning Outcomes • Learner Centered • Specific • Action oriented • Cognitively appropriate at the program level

  30. Possible Outcomes • Students will appreciate…. • Students will be exposed to…. • Students will demonstrate knowledge of the history, theories and applications of… • Students will attend…. • Faculty will provide students with opportunities to….

  31. Possible Outcomes • Students will appreciate… • Students will be exposed to…. • Students will demonstrate knowledge of the history, theories and applications of… • Students will attend…. • Faculty will provide students with opportunities to….

  32. COMPREHENSION EVALUATION APPLICATION ANALYSIS 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

  33. COMPREHENSION EVALUATION APPLICATION ANALYSIS 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

  34. COMPREHENSION EVALUATION APPLICATION ANALYSIS 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 Upper division Course / Program outcomes

  35. Outcome: Reason Scientifically – Geology • What is asbestos? • Explain how the characteristics of amphibole asbestos make it more conducive to producing lung damage than other fibrous minerals. • Given the formula Mg3Si2O5(OH)4, calculate the weight percent of magnesium in chrysotile.

  36. Outcome: Reason Scientifically – Geology • Two controversies surround the asbestos hazard: (1) it is nothing more than a very costly fabrication all out of proportion to actual risk, or (2) it is a serious hazard that accounts for tens of thousands of deaths annually. What is the basis for each argument? • What is your role as a consultant?

  37. ASSESSMENT – THE BOTTOM LOOP ASSESS Student Learning Outcomes STUDENT Strategies to Accomplish Outcomes Areas and Methods of Assessment

  38. Strategies to accomplish Identify the assignments and activities that demonstrate achievement of each learning outcome Consulting at this stage?

  39. Student Learning Outcomes Course 1 Course 2 Course 3 Course 4 Other x x x x x x x x x x x x x x x Program Matrix

  40. Walvoord’s Three Steps of Assessment 2. Gather evidence about how well students are meeting the goals. • Direct measures • Indirect measures “Evidence includes qualitative as well as quantitative information.” (Barbara Walvoord, Assessment Clear and Simple)

  41. Gather Evidence Using Direct Measures Directly evaluate student work “Exams, papers, projects, computer programs, interaction with a client, musical performance” (Barbara Walvoord, Assessment Clear and Simple)

  42. Gather Evidence Using Indirect Measures • Asking students or alumni how well they thought they learned • Tracking graduate school or job placement rates (Barbara Walvoord, Assessment Clear and Simple)

  43. Challenges in Gathering Evidence • Recognize appropriate measures to use • Data from multiple courses and instructors - interpret, report, and utilize in decision making • Relate to outcomes when course or instructor-specific assignments and activities are used

  44. Possible Consulting Requests Identify the traits of successful achievement of the outcome • What are we lookingfor to be able to tell whether or not student performance is acceptable?

  45. Example OUTCOME: Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected BETTER: Students will apply factual information to a problem. TRAITS: Relevance Clarity Comprehensiveness Awareness of Bias

  46. Possible Consulting Requests Identify characteristics of effective/accurate/successful performance for each trait • Scale or description for assessing each of the traits • Two to five-point scale for each trait

  47. Performance Rubric Performance Characteristics Does not meet Expectations Meets Expectations Exceeds Expectations Traits Descriptions of Unacceptable, Acceptable, or Excellent Performance

  48. Performance RubricBusiness Management PerformanceCharacteristics Does not meet Expectations Meets Expectations Exceeds Expectations Team’s Customer Satisfaction Skills All team members arrived on time for appointments and returned all phone calls promptly. All team members were always early. Some team members missed appointments or did not return phone calls. Punctuality All employees felt that The team members were very courteous and respectful and fully elicited their ideas. All team members were always courteous and respectful of all firm employees. Some team members were not respectful of firm employees Courtesy The team members always communicated clearly during meetings and phone calls. The team members always made an extra effort to make sure that they understood us and that we understood them. Some team members did not communicate clearly during meetings and phone calls. Communication

  49. ASSESSMENT – THE BOTTOM LOOP ASSESS Student Learning Outcomes Changes to Enhance Student Learning STUDENT Strategies to Accomplish Outcomes Data Collection and Interpretation Areas and Methods of Assessment

  50. Walvoord’s Three Steps of Assessment 3. Use the information for improvement Pitfall: Gathering data that no one will use “It is not enough to gather data about student strengths and weaknesses; you need information and hypotheses about the causes of student weaknesses.” (Barbara Walvoord, Assessment Clear and Simple)

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