An Assessment Overview

1. An Assessment Overview VAG Workshop 2007 Presented by Dr. Barbara Boothe Liberty University

2. I. What Is The Assessment of Learning?

3. Assessment is a REFORM MOVEMENT!

4. History • Accountability movement began in 1970’s • 1973-1983—widespread dissatisfaction • 1983-National Commission on Excellence in Education—”A Nation At Risk: The Imperative for Educational Reform” • Undergraduate Reform Reports of 1985-86

5. History • 1986-National Governor’s Association—”Time for Results” • Early 1990’s—accreditation to forefront Both the external audiences and internal participants of higher education are interested in answers to the same questions: Is college helping students? Is it increasing what they know and can do?” Banta and Associates, 1993

6. History • Higher Education Reauthorization Act--1998 • President Bill Clinton—”Goals 2000” • President George Bush—”No Child Left Behind”

7. Drivers of Assessment • A true revolution in education: learning-centered paradigm • Federal requirements for regional accreditation • Disciplinary accreditation • Calls for accountability • Supports for faculty and students to improve their performance

8. What Is Assessment? Assessment is the ongoing process of: • Establishing clear, measurable expected outcomes of student learning (or service). • Ensuring that students (or service users) have sufficient opportunities to achieve those outcomes.

9. What Is Assessment? • Systematically gathering, analyzing, and interpreting evidence to determine how well student learning (or service) matches our expectations. • Using the resulting information to understand and improve student learning (or service).

10. Good assessments… • Give us reasonably accurate, truthful information • Give us useful information • Are fair to all students • Are ethical and protect the privacy and dignity of those involved • Are systematized • Are cost effective, yielding value that justifies the time and expense we put into them

11. II. Why Assess Learning?

12. Valuable discussion within departments • What DO we want students to • Know? • Do? • Value?

13. Shared Decision-making • WE decided “Counseling skills will be introduced in the sophomore year and reinforced in a senior course.”

14. Faculty Know What Students Are Taught in Which Courses • “Which course includes teaching students to do abstracts?” • 104? • 211?

15. Minimize Need to Re-teach the Same Material Several Times • “Are students applying what they learn in one class to the next?”

16. Affirmation of Effective Teaching • “I know my students can calculate protein needs for surgical patients.”

17. More Prompt, Meaningful Feedback from Learners • The minute paper • The ‘muddiest’ moment

18. Enhanced Teaching and Learning • “Since I began using video-taping, students identify their errors and gain skill much more quickly.”

19. On the Plus Side: • Assessment yields evidence to confirm that students are learning.

20. …As Well As Suggests Areas for Continued Growth and Improvement • “This text doesn’t include needed relevant information. Let’s use a different book.”

21. Areas for Continued Growth and Improvement • “Students would learn even more if this course was taken earlier in the curriculum.”

22. Areas for Continued Growth and Improvement • “Students would learn to communicate more clearly if we added oral presentations to that course.”

23. Opportunities to Market a Successful Program • College Publications • Parents • Students • Alumni • Donors • Open houses • Websites • Recruiters

24. Opportunities to Improve Teaching and Learning • Better use of resources • More objectives achieved • Learning becomes more meaningful

25. Opportunities to Improve Teaching and Learning • Students enjoy learning more • Students ask better questions • Students accomplish more in the same amount of time

26. Assessment Can be Used to Affirm Quality “This assignment did help students learn effective counseling skills.” -They are able to collect far more relevant information from the clients.

27. Assessment Can Be Used to Affirm Quality “This course does enable students to integrate theory with practice.”

28. Assessment Can be Used to Affirm Quality • Graduates of this program: • Pass the national exam • Continue their professional education • Find jobs • Express satisfaction with their career choice

29. III. Who Is Responsible?

30. Faculty Perception of Assessment Activities is Mixed.

31. “One More Way for Faculty to Spend Time and Energy.” “Is doing assessment really the best use of my time and energy?”

32. “Assessment Is a Passing Fad.” • “If I resist long enough, assessment will go away.”

33. “I am Already Doing Assessment.” • “I assign grades…I am assessing my students.”

34. “Assessment is just the tip of the iceberg…” • “Next…they are going to tell me what to teach.”

35. Concerns Include: • The fear that less than stellar results will be used against programs—resulting in a loss of resources.

36. Concerns Include: • That assessment findings will be used to create program rankings and/or ratings.

37. Concerns Include: • The fear that assessment will result in mandated standardized tests.

38. It's a joint effort!

39. Develop Assessment Committees or Groups

40. Responsibilities of Faculty Members 1. Develop measurable learning outcomes for courses 2. Develop measurable learning outcomes for programs 3. Create assignments and other strategies to assess learning

41. Responsibilities of Faculty Members 4. Analyze the results in light of learning as the whole 5. Initiate changes as indicated by the assessment

42. Responsibilities of Administration 1. Transparent communication and decision processes 2. Base strategic planning and budget planning on assessment 3. Be consistent

43. Responsibilities of Assessment Coordinator 1. Assist and facilitate training of faculty in the assessment of learning 2. Summarize data as requested for strategic planning and budget planning

44. IV. How To Get Faculty Buy-In

45. 10 Suggestions for More Successful Assessment 1. Start with important questions 2. Focus on things you can improve 3. Plan, but be flexible and willing to adapt as you learn 4. Start small

46. 10 Suggestions for More Successful Assessment 5. Build in success from the start 6. Get students, faculty, and others actively involved 7. Set limits on time and effort you’ll invest

47. 10 Suggestions for More Successful Assessment 8. Collaborate with others who share your concerns 9. Remember that assessment may be new to many of your students and colleagues 10. Enjoy experimentation and risk taking, not success -Peter Ewell—2005 Assessment Institute

48. V. First Steps In The Assessment Of Learning

49. To look is one thing. • To see what you understand is another. • To understand what you see is a third. • To learn from what you understand is still something else. • But to act on what you learn is all that • really matters.

50. Problem & Suggestion The Problem There is still no standard language for assessment terms. The Suggestion Until there is more consensus, align with definitions from SACS, disciplinary accreditors, and your own institution.