Assessment 201--Beyond the Basics Assessing Program Level Assessment Plans

1. Assessment 201--Beyond the BasicsAssessing Program Level Assessment Plans University of North Carolina Wilmington Susan Hatfield Winona State University Shatfield@winona.edu

2. Outline • Language of Assessment • Assessing Assessment Plans • Mistakes to Avoid

3. Language of Assessment

4. Language of Assessment • A. General skill or knowledge category GOAL • B. Specific accomplishments to be achieved OUTCOME • C. Activities and Assignments to help students learn LEARNING EVENTS • D. The key elements related to the accomplishment of the outcome COMPONENTS

5. Language of Assessment • E. The objects of analysis OBJECTS • F. Data indicating degree of achievement CHARACTERISTICS • G. Combination of data indicating relative degree of achievement of the learning outcome INDICATORS

6. Goals

7. Goals Organizing Principle Category or Topic Area Subjects

8. Learning Outcomes

9. Student Learning Outcomes Goal Outcome Outcome Outcome Outcome Outcome

10. Learning Events

11. Learning Events • Assignments (in class and out of class) • Feedback on practice • Self evaluation • Peer evaluation • Role Play • Pre Tests • Simulation

12. Learning Objects

13. Student Learning Outcomes Goal Outcome Outcome Outcome Outcome Outcome Learning events Object

14. Components

15. Student Learning Outcomes Goal Outcome Outcome Outcome Outcome Outcome component Object Evaluative elements component component

16. Performance Characteristics

17. Student Learning Outcomes Goal Outcome Outcome Outcome Outcome Outcome Evaluative criteria component Object component component Characteristics

18. Indicators

19. Student Learning Outcomes GOAL Outcome Outcome Outcome Outcome Outcome Degree to which outcome is achieved component Object component indicator component component

20. Assessing Program Level Assessment Plans

21. Overall Questions

22. Overall Questions • Why are we doing assessment? • Who is responsible for assessment in your program?

23. Assessing Program Level Assessment Plans • Student Learning Outcomes • Assessment Methods • Implementation Strategy • Data Interpretation

24. Student LearningOutcomes

25. Assessing StudentLearning Outcomes • Has the program identified program level student learning outcomes?

26. Assessing Student Learning Outcomes • Reasonable number? • Tied to university mission / goals? • Appropriate format? • Do faculty and students understand what the outcomes mean? (components) • Is there a common language for describing student performance? (characteristics)

27. Student Learning Outcomes • Supported by core courses in the curriculum? • Are the student level learning outcomes developed throughout the curriculum?

28. Assessing Student Learning Outcomes • Reasonable number? • Tied to university mission / goals? • Appropriate format? • Do faculty and students understand what the outcomes mean? (components) • Is there a common language for describing student performance? (characteristics)

29. Professional Skills Problem Solving Communication Research Methods speak write cooperate relate

30. Assessing Student Learning Outcomes • Reasonable number? • Tied to university mission / goals? • Appropriate format? • Do faculty and students understand what the outcomes mean? (components) • Is there a common language for describing student performance? (characteristics)

31. UNC-W Mission • Intellectual curiosity • Imagination • Critical thinking • Thoughtful expression • Diversity • International perspectives • Service

32. Assessing Student Learning Outcomes • Reasonable number? • Tied to university mission / goals? • Appropriate format? • Do faculty and students understand what the outcomes mean? (components) • Is there a common language for describing student performance? (characteristics)

33. Student Learning Outcomes • Students should be able to <<action verb>> <<something>>

34. 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 Identify 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

35. Student Learning Outcomes • Learner Centered • Specific • Action oriented • Cognitively appropriate for the program level

36. Student Learning Outcomes • Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.

37. Student Learning Outcomes • Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.

38. Student Learning Outcomes • Students will demonstrate analytical, creative, and evaluative thinking in the analysis of theoretical or practical issues.

39. Student Learning Outcomes • Learner Centered • Specific • Action oriented • Cognitively appropriate for the program level

40. 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 Identify 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

41. 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 Identify 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

42. Assessing Student Learning Outcomes • Reasonable number? • Tied to university mission / goals? • Appropriate format? • Do faculty and students understand what the outcomes mean? (components) • Is there a common language for describing student performance? (characteristics)

43. Components • Define student learning outcomes • Provide a common language for describing student learning • Must be outcome specific • Must be shared across faculty • Number of components will vary by outcome

44. Communication Write Relate Speak Listen Participate Component Component Component Component Component Component Component Component Component Component Component Component Component Component Component

45. Components Goal Outcome Outcome Outcome Outcome Outcome component Evaluative elements component component

46. Components Communication Write Relate Speak Listen Participate mechanics Lab report style organization

47. The Reality of Assessing Student Learning Outcomes Why you need common components

48. Course Course Course Course Course Speaking eye contact gestures volume sources transitions style rate poise examples verbal variety appearance evidence organization organization attention getter

49. Can our students deliver an effective Public Speech? eye contact gestures volume sources transitions style rate poise examples verbal variety appearance evidence conclusion organization attention getter

50. a little quiz