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Basic, No-frills Assessment Plans

Basic, No-frills Assessment Plans. Program Assessment Workshop January 30 & February 1, 2006. Basic, No-frills Program Plans. Start with program objectives, pick one Pick two measures: One direct measure One indirect measure Have an annual meeting to discuss data and identify action items.

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Basic, No-frills Assessment Plans

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  1. Basic, No-frills Assessment Plans Program Assessment Workshop January 30 & February 1, 2006

  2. Basic, No-frills Program Plans • Start with program objectives, pick one • Pick two measures: • One direct measure • One indirect measure • Have an annual meeting to discuss data and identify action items Source: Barbara Walvoord, University of Notre Dame

  3. Direct Measures Tangible evidence of what students have and have not learned • Typically an endpoint measure such as… • Student work compared to a rubric: • Classroom work from a capstone course • Capstone project • Portfolio • Licensure and certification results • Field experience ratings by supervisors

  4. Indirect Measures Reveals students are learning but evidence of what students have learned is less clear • Student self-reflection or focus group interviews: • How well did you achieve the learning goal? • Course grades • Graduation rates • Job placement rates • Employer or alumni surveys

  5. Analysis of Data • Rely on faculty expertise • Identify student strengths and weaknesses during discussion of results • Results of indirect measures are used to support direct evidence • Example: The single most frequently mentioned weakness is… • Celebrate strengths! • Identify actions to address weaknesses

  6. Example • Objective: Students will exhibit fluency in a foreign language • Direct measure: Scores on faculty developed rubric for oral presentation at the end of an intermediate-level course • Indirect measure: Course grades • Discussion of data: Students exhibit low levels of fluency in the language after taking several courses • Conclusion: Students have few opportunities for sustained practice in target language

  7. Incorporating Assessment Into Program Review Program Review Report Report Year 1 Year 2 Year 3 Year 4 Year 5 Source: Allan Aycock, University of Georgia

  8. The Report • Identify objectives assessed • Explain direct and indirect measures selected and results of data analysis • Explain actions taken as a result of identified weaknesses • Explain how actions will lead to improvement • Identify plans for improving assessment process

  9. Contact Information Mary Kate Quinlan Learning Assessment Analyst Planning and Institutional Research mquinlan@ccac.edu 412-237-8191

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