Manageable Sustainable Meaningful

2. Manageable • Sustainable • Meaningful

3. MANAGEABLE

4. SUSTAINABLE

5. MEANINGFUL

6. Tanya Williams MS Curriculum and Instruction

7. Overview of a system for assessment • Reviewing program goals • Curriculum Mapping • Using Canvas

8. Assessment: Manageable, Sustainable and Meaningful Tanya Williams January 25, 2019

9. Goals for Workshop • Create a Common Language • Review ILG’s, Outcomes, and Program Goals • Create a plan for continuing assessment

10. Common Language • Assessment Dictionary • A copy of the PPT to add any notes • Questions and Ideas sheet for thoughts • Sample words for Blooms Taxonomy Folder with Handouts

11. Assessment Why What How

12. Assessment • Why? • Identify goals and outcomes • Accreditation • Good practice • To inform teaching • Help plan courses and syllabi • Scaffolding information Why? What? How?

13. Assessment • What? • Demonstrating meeting goals • Curriculum map Why? What? How?

14. Assessment • How? • Canvas Why? What? How?

15. Purpose • Program improvement • Inform teaching • Have you prepared the students with the intended skills?

16. Goals vs Outcomes • Outcomes • Need to be concrete • Need to be understandable • Need to be available Knowledge Skills Disposition

17. Goals vs Outcomes • Goals • Broad • General statement • More abstract

18. Goals vs Outcomes • Goal: Students will acquire basic knowledge of foundational concepts that encompass all areas of biology, and develop skills to access and use scientific information. • Outcome/Objective: The student will recall key concepts of cell biology. Identify appropriate sources of scientific information. Compile information obtained from scientific sources. Knowledge Skills Disposition

19. SMART Specific Measurable Attainable Relevant Time-Bound

20. SMART Goal: Develop an increased understanding of careers in Health Education. Objective/outcome: The student will interview three current Health Educators including questions about their position and career development before December. Specific Measurable Attainable Relevant Time-Bound

21. Assessment Plan • Identify goals and outcomes. • How will each be assessed? • Where and how will data be collected? • When and how often will each outcome be assessed • Who will reflect on the results and ‘close the loop’? • How will results be shared? Background set up

22. ILG’s Liberal Arts Curriculum • Overview • FYS • Writing Skills • Computer Skills • Quantitative Skills • Physical Activity and Wellness • Liberal Studies • Foreign Language and Culture • Writing-Intensive • The Natural World • Studies in Cultural Diversity • Modes of Inquiry and Expression Overview courses Liberal Studies Major area of Study

23. ILG 6 & 7 • (W6) RESEARCH:  Students will conduct research, collaboratively or independently, using methods and tools that are appropriate to their discipline. • Outcomes: Research skills are evidenced by the student’s ability to • a)demonstrate proficiency in at least one field of study through required coursework in the major including at least one capstone experience, such as a senior thesis, art exhibit, senior-level course, internship, service learning project, or portfolio of written work; • b)effectively implement the research process in the major. • (W7) INTEGRATION AND APPLICATION OF LEARNING:  Students will integrate learning in the major and across the Wilson College Liberal Arts curriculum to deepen engagement with big questions, both contemporary and enduring. • Outcomes: Integration of skills and knowledge is demonstrated by the student’s ability to • a)connect learning from multiple courses; • b)connect learning inside and outside of the classroom. ILG’s that are related to the program of study or major

24. Curriculum Map Larger picture • Overview: • Program Goals • Outcomes • Gen Ed courses • Courses in the major • Alignment • Outcomes to courses • Assignments from courses to outcomes

25. Overall Curriculum Map

27. Gen Ed ILG specific

28. Program/Major specific

29. Assessing Outcomes Rubrics

30. Assessing Outcomes

31. Assessing Vs Grading

32. Assessing Vs Grading

33. Assessment Cycle Define Goals and Outcomes Identify where/when these are covered Collect data – assess specified assignments against outcomes Make recommendations

34. Goals for Workshop • Create a Common Language • Review ILG’s, Outcomes, and Program Goals • Create a plan for continuing assessment

36. References • Allen, M (2006) Assessing General Education Programs • Maki, P (2010) Building a Sustainable Commitment Across the Institution; Assessing for Learning • Suskie, L (2009) Assessing Student Learning, a Common Sense Guide • Walvoord, B (2010) Assessments Clear and Simple, a Practical Guide for Institutions, Departments, and General Education • AAC&U

37. Data Review

39. Final Comments

40. Questions