Open Pathways: Testing the Degree Profile Activity 3

1. Open Pathways:Testing the Degree ProfileActivity 3 Marshall University October 5 2012 – February 1, 2013

2. Open Pathways Project Deadlines • December 15, 2012 • Complete and submit assessment rubrics for remaining outcomes in program or major. • February 1, 2013 • Submit fall 2012 Assessment report using Activity 2 program outcome rubrics. • May 17, 2013 • Submit spring 2013 assessment report using new program outcome rubrics. • June 30, 2013 • Quality Initiative: Testing the Lumina Foundation’s Degree Qualifications Profile Learning Outcomes Final Report sent to Higher Learning Commission and Lumina Foundation.

3. Activity 3(in a nutshell) Step 1: Review Activity 2 Rubrics. Step 2: Set benchmarks for each assessment point. Step 3:Review courses and assessments identified for each assessment point. Step 4: Use Activity 2 rubrics to assess artifacts at each assessment point. Step 5: Collectdata Step 6: Analyze data. Identifyareas in need of improvement. Step 7: Based on data analysis, determine an action plan to improve student learning in program. Step 8: Report data using data reporting submission form available at www.marshall.edu/hlcopenpathways

4. Activity 3Step 1: Review Activity 2 rubricsStep 2: Set benchmarks. Review Activity 2 rubrics and set benchmarks: Why? • To revise Performance level names and set benchmarks as follows: • Introductory Benchmark = benchmark expected during first year of study for Baccalaureate students (benchmark for first assessment point for Associate’s Degrees) • Milestone Benchmark = first assessment point benchmark for Baccalaureate Degrees (exiting benchmark for Associate’s Degrees) • Capstone Benchmark = exiting benchmark for Baccalaureate Degrees and first assessment point for Master’s Degrees • Advanced Benchmark = exiting benchmark for Master’s Degrees

6. Activity 3Step 3: Review courses and assessments identified for each assessment point. Review courses and assessments selected for • Introductory benchmark assessments • Milestone benchmark assessments • Capstone benchmark assessments • Advanced benchmark assessments Considerations during review • Have courses and embedded assessments been identified for each assessment point? • Are courses and assessments appropriate • Correct level of instruction for performance benchmark level? • Controlled by your program/department? • Have all courses used for assessment points been mapped to program and DQP outcomes? If not • Map course outcomes to program outcomes and to the broad areas of learning and degree appropriate outcomes in the DQP. • Use Activity 1 form to do this.

7. Activity 3, Step 4: Use Activity 2 rubrics to assess artifacts at each assessment point. Use Activity 2 rubrics to • Assess course embedded (or other appropriate) artifacts • Assess at a minimum of two assessment points • For Associate’s Programs: Introductory and Milestone • For Bachelor’s Programs: Milestone and Capstone • For Master’s Programs: Capstone and Advanced

8. Activity 3Step 5: Collect data • Collect data for each outcome • Collect data separately for each outcome • Enter data into Excel, SPSS, or other statistical package. • SPSS Example • On bottom of data entry sheet, select “variable view” tab. • Enter the following variable names in the “name” column • Student • Each rubric trait in a separate row (One word – no spaces – if you want to describe in more detail, add information under the “label” column • Set performance level value labels for each rubric trait

12. Activity 3, Step 5 Continued • SPSS Example Continued • On bottom of data entry sheet, select “data view” tab. • The variable names that you entered earlier will appear at the top of each column. • Enter data for each variable in the appropriate column • Student – can use ID, code or name (If you student name, must make variable “String” rather than “Numeric” • Enter number that corresponds to rating for each rubric trait for each student • Run frequency analysis • At top of sheet, select “analyze,” then “frequencies” • Move trait variables to the variables box • Click on “OK” to run frequency analysis • Results will be reported in frequency tables

19. Activity 3Step 6: Analyze data. Step 7: Determine an action plan.Step 8: Reportdata. • Step 6 • Analyze data. Identify areas in need of improvement (i.e. relative strengths and weaknesses). • Step 7 • Determinean action plan to address weaknesses or make other modifications to improve student learning. • Step 8 • Report all information using reporting form found at • www.marshall.edu/hlcopenpathways

20. Benchmark = Milestone Performance LevelAreas in need of improvement are method of inquiry and data analysis and conclusions

22. Due Date Reminders • December 15, 2012 • Completemapping of any course used for program level assessment during fall 2012 that was not previously mapped in Activity 1. Use Activity 1 submission process. • Revise Activity 2 rubrics as appropriate. • Completeand submit assessment rubrics for remaining outcomes in program or major. Submission form will be available at www.marshall.edu/hlcopenpathways no later than November 1. • February 1, 2013 • Submit fall 2012 Assessment reports using Activity 2 program outcome rubrics. Form for this process will be available no later than November 1.

23. Course mapping form

24. Preview of Activity 4Spring 2013 • Use program outcome rubrics completed in Activity 3 to assess remaining program outcomes. • Submit report of spring 2013 assessment by May 17, 2013, using reporting template used for Activity 3.

25. Final Goal of Project • To provide feedback to the HLC and to the Lumina Foundation for the purpose of improving the DQP. • To develop a degree profile unique to Marshall University. • Watch for proposal for a Marshall University Baccalaureate Degree Profile soon!